The Teaching 
of Thrift 



Lesson Outlines and Suggestions 
for Classroom Use 




ISSUED BY 

STATE DEPARTMENT OF EDUCATION 

VERNON M. RIEGEL, Director 



STATE OF OHIO 
DEPARTMENT OF EDUCATION 



The Teaching of Thrift 



A Manual of Plans and Teaching Outlines 
Arranged by Grades 



EDITED BY 

WALTON B. BLISS 

ASSISTANT DIRECTOR OF EDUCATION 



ISSUED BY 



VERNON M. RIEGEL 

SUPERINTENDENT OF PUBLIC INSTRUCTION 
AS DIRECTOR OF EDUCATION 



Columbus, Ohio: 

The F. J. Heer Printing Co. 

1922 

Bound at State Bindery. 
tf\M ^ 



*' 



& 






LIBRARY OF CO*^« 

R60EIV6D 



DEC 2 i 1926 

0OOUM«NT8 DIVISION 



1\ 



PREFATORY NOTE 



In section 7645 of the General Code it was provided that "the subject 
of thrift shall be taught for at least thirty minutes each week in each 
grade of the elementary and high schools of the state." The Superinten- 
dent of Public Instruction is required by this same section to prepare an 
outline for a course of study in thrift. This outline, which is presented 
herewith, has suffered many vicissitudes and has been greatly delayed in 
the issuance. Originally prepared in the fall of 1920, permission to print 
it was not granted until a year later. A few days before the first proof 
was received from the printer announcement was made by the United 
States Treasury of a change in its savings program, and numerous refer- 
ences to thrift and savings stamps had to be eliminated. Inability to 
secure paper also intervened at this time, so that it was finally necessary 
to abandon hope of using the manual during the school year of 1921-22. 

This outline consists principally of lesson plans prepared especially 
for this publication. Many of these plans are worked out very thoroughly 
and in detail ; others are more broadly suggestive. However, there is no 
thought that this manual shall present a comprehensive summary of all 
the possibilities of thrift teacliing. 'it Will' be ^directly helpful to a reason- 
able extent but much of its value lies in the suggestion and inspiration 
it will give to classroom teachers' to work out their; own ideas. There is 
manifested no desire to present thrift as a new and separate subject to be 
added to the curriculum ; the plans prepared have utilized every opportu- 
nity to make thrift a part of the work in other subjects or closely corre- 
lated therewith. This will doubtless meet with much favor. The grading 
is not closely done, so teachers will possibly find occasion to make read- 
justments now and then. 

High school lessons are not definitely outlined because of the differ- 
ent type of teaching organization in secondary schools. Some matter may 
be culled from the grammar grades material that is adaptable for high 
school use. It will be necessary for high school teachers to keep in mind 
their responsibility to give thrift some attention and to convey the re- 
quired instruction through the medium of lessons in other subjects which 
lend themselves to the development of ideas and ideals of thrift and 
conservation. 

The Editor. 



INTRODUCTION 

Under the provisions of a law placed upon the Ohio statute books 
some time ago, instruct ion is to be given in thrift in all grades in our 
public school system, both elementary and high, to the extent of at 
least thirty minutes each week. As an aid to the individual teacher, 
upon whose efforts the success of this thrift teaching depends, we have 
undertaken in this manual to present a number of suggestions and lesson 
outlines which it is hoped may prove serviceable. 

It is trite to comment upon America's wastefulness as contrasted 
with the frugality of the European countries, but it is really a serious 
question how many more generations we can continue this prodigality. 
Thrift is a habit; thrift is also an attitude of mind and an ideal. Practice 
and precept may combine to advantage in instructional method in the 
subject. 

Thrift is often defined briefly as saving, but it is broader than sav- 
ing. Thrift is saving "by using wisely and saving to use wisely. Thrift 
is not parsimony, not miserliness. Thrift is not an end but a means to an 
end ; it connotes the ability to dispense with an immediate pleasure for the 
sake of future benefits. Thrift should be interpreted broadly as the 
conservation of time, material and money, and it is so regarded in this 
outlined course. 

Practice of thrift is not associated with any particular money-saving 
agency or institution. Thrift and war savings were linked in the popular 
mind so long that there is a vague, confused idea in many minds that 
savings ended with the war and that to drag in thrift now is effrontery. 
The appeal to save on patriotic grounds has left in many a resentment at 
continued propaganda for sale of government securities, because of a 
feeling that a crisis no longer exists. This merely demonstrates that the 
foundations have not been laid deep enough. A great deal of our war 
thrift and saving- was a forced growth, a hothouse product ; we must 
plant the seedling that will produce the oak, permanent and abiding, not 
the ephemeral and transitory blossom. 

There was undoubtedly greater saving in the sense of bond and sav- 
ings stamp purchases and in enforced abstinence from certain food- 
stuffs during the war than there has been since. Bulked into totals, 
there was far greater national thrift in that crucial period than ever 
before or since. But a greater need for thrift exists now than then — 
need for the thrift that is basic and fundamental, that is more than an 
investment of money in securities. In the boom times that characterized 
the latter war period there was much saving that was superficial, that 
was carried on alongside of free spending by the self-same individual 
because money was flowing readily in those days. But the time is now 

5 



at hand when thrift and saving spring from necessity and not from 
patriotic magnanimity. 

The teacher will need to remember, however, that talk of thrift 
will be received with much less grace by many' parents now than 
formerly. We are tolerant of thrift when thrift doesn't hurt; but when 
we are hard put to it to make ends meet we are resentful at such talk. 
"As if we aren't pinching and scraping at every turn!" we cry in indigna- 
tion. 

There is no doubt of this sort of prejudice in many homes, but it is 
ill-advised. There is a great amount of unwise saving, blundering thrift, 
blind frugality, when straitened circumstances befall the average Ameri- 
can home. Thrift — real thrift — is nothing if not enlightened. To 
know the cheap, nourishing foods and to use them is a discriminating 
thrift that is not common ; to sift the ashes for reburning is still less 
common. Thrift may strike an unwelcome chord at times, under present 
conditions, but in that very fact lies an impelling reason for establishing 
a real groundwork of practice and ideals in our rising generation. 

Teachers will agree that if their teaching of thrift is to be successful 
it must function in habit. Thrift must be practical. Your concern is not 
to equip pupils with a code of action for their use when school days 
are over, but to give them an opportunity to put these principles into 
practice while they are still in school. If there is one suggestion that 
is worth more than all others to the teacher of thrift, aside from the 
above, it is this : Treat the subject in such a manner as to lead pupils 
to feel and be gripped by the interesting and happy side of saving, making 
clear the difference in practice between real thrift and stinginess. This 
will particularly apply to the children in the lower grades where the 
foundations are being laid. 

There are many ways in which you can provide for thrift to become 
a functioning, practical affair. The simplest way, perhaps, or at least 
the way that is most frequently planned, is the saving of money, and as 
long as money stands as the basic medium of exchange, saving of money 
will continue to be the fundamental form of thrift. 

School savings have developed rapidly in recent years and many 
schools are providing this practical outlet for thrift impulses. The State 
Department sees fit to urge the stimulation of all forms of pupil savings 
whether carried on in the school room by the teacher or through the pupils' 
direct dealings with banks. Any legitimate savings system, now used in 
or offered to schools, is desirable in so far as it effectively ministers to 
this need of the pupils to practice actual saving. The State Department 
is quite naturally interested in the plan of the Treasury Department of 
the United States. The plan of the Treasury Department is to do two 
things: (i) Stimulate and foster thrift and (2) secure the use of 
savings as a loan to the government ; every one should clearly understand 
that Uncle Sam is still needing to borrow money and finds the govern- 
ment savings method a very helpful way. 



THRIFT QUOTATIONS 

Large enterprises make the few rich, but the majority prosper only 
through the carefulness and detail of thrift. He is already poverty- 
stricken whose habits are not thrifty. — T. T. Munger. 



Time is the sand of life 
And when we waste a grain 
And wish to get it back 
We can but wish in vain. 



Lost, yesterday, somewhere between sunrise and sunset, two golden 
hours each set with sixty diamond minutes — no reward is offered for 
they are gone forever. 



Economy is the parent of integrity, of liberty, and of ease, and the 
beauteous sister of temperance, of cheerfulness and health; and pro- 
fuseness is a cruel and crafty demon, that gradually involves her followers 
in dependence and debts, and so fetters them with irons that enter 
into their inmost souls. — Hawkesworth. 



A penny saved is a penny earned. — Franklin. 



It is not what we earn that counts in the end; it is what we save. 



The habit of saving is itself an education ; it fosters every virtue, 
teaches self-denial, cultivates the sense of order, trains to forethought, 
and so broadens the mind. — T. T. Hunger, 



Economy is half the battle of life ; it is not so hard to earn money, 
as to spend it well. — Spurgeon. 



Ere you consult fancy, consult your purse. — Franklin. 



A stitch in time saves nine. — Franklin. 



Keep thy shop and thy shop will keep thee. — Franklin. 



Take care of the pence and the pounds will take care of themselves. 
— Franklin. 



A man may, if he knows not how to sa,ve as he gets, keep his nose 
all his life to the grindstone and die not worth a groat after all. — Frank- 
lin: 



Let honesty and industry be thy constant companions, and spend 
one penny less than thy clear gains ; then shall thy pocket begin to thrive ; 
creditors will not insult, nor want oppress, nor hunger bite, nor naked- 
ness freeze thee. — Franklin. 

i 

There are but two ways of paying a debt; increase of industry in 
raising income, or increase of thrift in laying out. — Carlyle. 



The world abhors closeness, and all but admires extravagance ; yet 
a slack hand shows weakness, and a tight hand strength. — Buxton. 



If you know how to spend less than you get, you have the philoso- 
pher's stone. — Franklin. 



SUGGESTIONS FOR TEACHING THRIFT 

A — Phases of Thrift 

i . Save money — spend less than you earn. Keep a budget. 

2. Save time by working in a systematic way. Have a daily 
schedule. 

3 . Keep physically fit by discarding worry and other wrong mental 
conditions. Talk health — make it popular. 

4. Wise expenditure of money. 

5. Avoid waste. 

6. Efficiency in the work you are doing. 

B — Thrift Lessons (correlated with other studies). 

1 . Nature study. 

a — Conservation of bird and animal life. 

b — Conservation of natural resources — forests, soil. 

c — Encourage gardening on part of children. 

2 . Geography. 

a — Study ways of thrifty peoples — intensive farming and 
prevention of waste. 

3 . Language. 

a — Topics for oral and written composition: 
What I Have Done to Earn Money. 
A Good Plan for Saving Money. 
Ways in Which I Could Avoid Waste. 
Raising Chickens, Hogs, Etc. 
What I Would Do With One Hundred Dollars. 
What Can Be Classed as Necessities? 



b — Subjects for debates: 

Resolved, That girls arc greater spendthrifts than boys. 
Resolved, That a farmer should be allowed to own no 

more land than he can cultivate. 
Resolved, That a High School education pays. 

4. History and Civics. 

a — The nation's thrift depends upon honest, unselfish, well- 
trained public officials. Study men of this type. 

b — The patriotic citizen — he who is thrifty, who' pays his 
debts, and taxes, and who obeys laws. Crime costs the 
state much. 

5 . Arithmetic. 

a - — Problems showing how money makes money, and those 
dealing with profit and loss. These problems should be 
taken from life experiences. 

6. Rural Life. 

a — Convenient farm homes. 

b — Care of farm machinery. 

c — Convenient place for tools. 

d — Spraying trees, cutting weeds, etc. 

e — Scientific farming. 

7. Thrift as concerns the teacher and pupils immediately : 

a — Teacher should save time by planning lessons, establishing 
system to care for daily routine, making clear assignments, 
requiring concentration of the children, and application to 
school work. Avoid the formation of habits that fritter 
away time. 

b — Save materials — paper, pencils, books and handwork sup- 
plies. Cultivate careful use of their own and of school 
property. 



CARE OF SCHOOL EQUIPMENT 

Socializing Thrift Through Applying it to Material Not Owned by 
the Individual Exclusively 

We enjoy seeing homes clean; we like polished, well-cared-for fur- 
niture. None of us would think of writing upon the chairs or tables 
at home, nor of marring them in any way. We are proud of our homes 
and want other people to like them too. 

We are in the school room as long every day as we are at home. 
Do you not feel better in a clean school room, where the desks are neat 
and shining, than in one which has a floor full of paper and broken, 
scratched desks? If these desks are ruined whose fault is it? If there 
is paper on the floor who has been here to put it there? If our maps, 



10 

pictures, or our playground equipment are mistreated, whom should we 
blame? Let us take some time to think about who buys this equipment 
for us, how many people own it and how we should care for it. 

Lessons: Care, Management and Use of School Equipment, 
i . Thrift in buying equipment. 

a. Quality — Better may be more expensive. Is more durable. 

b. Quantity — To buy in quantities often saves money. 

2. Kinds of Equipment. 
Schoolroom. 

a. Seats and desks, maps, globes, pictures, etc. 

1 . Furnished by the boards, or community, for the use of 
many different children. Individual has no right to 
destroy property of others. 

b. Books, writing pads, pens, pencils, etc. 

i . Furnished by individual for his own use. . The same 
pride we have in caring for our homes should lead us 
to keep our own property in good condition. If each 
child's material is clean, neat, and adequate, the gen- 
eral condition of the room will influence us for better 
work. 

c. Material which makes the schoolroom a pleasant place to 
work — pictures, curtains, flowers, etc. 

i . Furnished by school boards, individuals, clubs, parent- 
teachers associations, or by members of class for the 
whole room. 

2. As property of each child, they should be used care- 
fully so that we may get as much enjoyment as pos- 
sible from them. 

3 . The Playground Equipment — Swings, slides, see-saws, tennis nets, 
basket balls, base balls, tennis balls, etc. 

i . Furnished by whom ? 

2. Used by whom? 

3. Where should they be kept when not in use? Who should be 
responsible for their care? 

4. Outside Work Equipment — School garden tools, rollers for tennis 
courts, etc. 

1 . Furnished by whom ? For whom ? 

2 . Proper use of — and care for them. 

5. General Appearance of School — room and grounds. 

1. The same civic pride which makes us landscape garden the 
lawns of our homes, which makes us keep them well trimmed 
and clean, and planted with pretty flowers, makes us want to 
keep our school yard the same way. The school yard belongs 



II 

to us. If it is strewn with paper, we are blamed. — If it is 
kept in good condition, we are commended. We all prefer 
praise. 
2. Same thought applied to condition of desks and schoolroom 
in general. 

If we will each one remember that all of the equipment is partly 
our property, that we are responsible for the proper use and care 
of it, — we will work better and enjoy being in school much more. 
This lesson may be used in organizing a "Clean Up Club" or in 
connection with community civics work. 



FIRST AND SECOND GRADES 

(13) 



THE CANDY KID'S DREAM 

Once upon a time there was a little boy whom his Uncle Bob called 
the Candy Kid. Now why do you suppose Uncle Bob called his nephew 
such a very funny name? 

The Candy Kid ate so much candy — that's why ! — long hard stick 
candy and all day suckers and every other kind of candy that he could 
buy with his pennies. - 

One night the Candy Kid, whose really, truly name was William 
Henry, went to sleep and he had the funniest dream. He saw himself, 
a very poor little boy, ragged and cold and without a cent of money, but 
very happy because he found himself in a wonderful candy-land. ''Now 
for once," thought William Henry to himself, "I'll have all the candy 
I want." He walked out of the candy house and down the candy walk 
to a gum drop tree growing in the yard. He ate and ate from the gum 
drop tree until he spied a chocolate-bar bush. Then he ate and ate on 
the chocolate bars until after awhile he became very thirsty and went 
to the pump to get a drink. The handle was sticky for it was candy 
and when William Henry pumped, all he could get to drink was maple 
syrup. "Oh dear," said the Candy Kid, "Maple Syrup used to taste 
very good but I would like a change. If only I could get something 
sour to take that sickish taste out of my mouth, I'd be all right. Oh ! 
There is a tomato vine. A nice fresh, juicy tomato will taste just right 
after all that sweet stuff." But when he came to the vine the fruits 
were beautiful, red, hard candies. "Even a glass of milk would taste 
good now," said the disgusted boy and ran back to the house and into 
the pantry where rows of milk pans were sitting on the shelves. But 
when William Henry put in the dipper, he found the stuff in the pans not 
milk at all but thick, white cake frosting. "Oh dear ! Oh dear ! What 
ever will I do if I can't get out of this place. I'll go crazy with nothing 
but sweets to eat all day long. If only I had some pennies maybe I 
could buy my way out." For you see William Henry was a prisoner 
in the Candy Land and could not get out. And he had no pennies, be- 
cause he always spent them for candy so he could not pay the guards 
to let him out. 

So he decided to lie down and try and think of some other way of 
escape. He soon fell asleep and when he awoke he was all sticky because 
his warm face had melted the candy pillow. Now the little boy felt most 
uncomfortable and miserable, all candy inside and all candy outside and 
nothing else in sight. So he sat down on the doorstep and started to 
cry and pretty soon his salty tears melted a hole right through the candy 
door step and after a while a little man came through the hole in the 
doorstep. William Henry was surprised to see such a neat little fel- 

15 



i6 

low in such a sticky place and asked him where he got such a bright,, 
shiny face. "Why," said the little man, "I came from the Land of Sav- 
ings Banks. Every one of us there are bright and clean because we 
always save our pennies and do not spend them on sticky candy." "Oh," 
begged William Henry, "I wish you'd take me back with you to that 
wonderful land. Do you have real drinking water there, and good sour 
tomatoes and beds that aren't sticky?" ''Yes," answered the little man. 
"We have all those things and more ; we have wealth, health and happi- 
ness but I cannot take you back to that nice clean land of mine unless you 
will promise one thing." "Oh I'll promise anything," exclaimed the boy, 
too happy to care what he had to promise. "If I take you back with 
me you must never spend your pennies again for candy but always put 
them away in a savings bank." 

Just then William Henry awoke and ran to tell his Mother his 
strange dream. He was so glad to have made his escape from that 
awful, sticky land of sweets that he asked his Mother to get him a 
savings bank so that he might start saving his pennies. 

Now William Henry is a big boy, ten years old, and his Uncle Bob 
calls him "Man" because he has a bank account just like his Uncle Bob's. 

(If desired the name. William Henry, may be changed to that of 
someone in the class.) 



THE LITTLE PIG BANK 

There was once a little blue eyed girl whose name was Miriam. 
She lived with her father and mother in a fine old house, near a forest 
of big oak trees where a little brook ran away and away to find the 
big river. 

Miriam enjoyed all of these things and, because she was so cheerful 
and happy, all the little boys and girls liked to see her and play with her. 

Sometimes they wondered why she could be so well and happy at all 
times but old Brindle cow knew for she had loved little Miriam since 
she was a tiny baby and -every day gave her a brimming cup of milk 
to drink. 

But old Brindle wasn't the only one that loved her. The little leg- 
horn hen loved her, too, for almost every day she found a little white 
tgg in the box in the corner of the woodshed. Sometimes Miriam ate 
it for her breakfast and sometimes her mother made it into a little 
custard pie. 

One day when she was having a little birthday party, all of her own, 
her father came home with a little package. He gave it to her and what 
do you think that it was? A little pig bank, just like this one. She was 
so happy to have that little fat pig but when she took it she thought it 
strange that it had such a funny little opening in its back. 



i7 

Then her father told her that the little pig bank had come to be 
her friend and that he had promised long ago to take good care of all 
the pennies for little boys and girls. Then he took ten new shining 
pennies from his big pocketbook and Miriam dropped them one by one 
in through that funny place in the pig's back. 

Well this little pig took such good care of those pennies that 
Miriam was glad to give him every one that she could spare, until one 
day he got so full that he couldn't hold any more. 

Then the good father took Miriam and this stuffed pig to a big bank 
in the city. The pennies were given to the kind man who kept the bank 
and he locked them up in the great iron safe. 

Little Miriam likes to tell little boys and girls how nice it is to think 
about her little pennies lying side by side with her father's big dollars in 
the big bank and she never forgets to tell them that her little pig friend 
is still true! 

Now how would you like to have a pig bank or some sort of a little 
bank and begin saving your pennies, too? 

(Questions to follow the story.) 

Do you know what this is? (A penny.) 

Do you know this? (A nickel.) 

Do you know how many pennies make a nickel? 

Do you know this? (A dime.) 

Do you know this big shining piece of money? (A dollar.) 

Do you know how many pennies make a dollar? 

Well, have you any pennies? 

And what do you do with your pennies ? Have you a bank ? 

What kind ? Would you like to have a nice little bank like this one ? 

What would you do with your bank, if you had one? 



THRIFT 

Plan for the First and Second Grades 

Get the meaning of Thrift from pupils by means of questions such as 

When a squirrel gathers nuts what does he do with them? 

When you put a penny in the bank what are you doing? 

Is it right to save? 

What things can we save? 

Food, clothing, health, time, etc. 

Have you ever saved anything such as : time to play ? Why ? 

Summarize points by means of the following jingle : 

2 T. B. 



i8 

There are some things we want to do, 
So we can make our Thrift ring true; 
To do our tasks as soon as told, 
To guard our Health as Health rules hold, 
Eat slowly ; breathe deeply, and exercise take, 
These things our Thrift to make. 

Plan for the Second Day 

Show by means of dramatization the part Thrift plays in life. 

Scene: A sitting room. 

Two children enter and beg pennies. 

Hurriedly leave and buy balloons. 

They come back and play and tease father. 

Scene: In another home. 

A number of children enter and go about their own play thinking 
of fairies and toys and dolls. (The fairies may be brought in dancing 
co represent children's thoughts.) 

A Bank enters asking for help so the children give the pennies' they 
have saved instead of buying toys, etc. 

Bank is filled and children are joyously playing about, for the Bank 
has told them what the pennies will do. (If desired, a number of things 
such as : make dollars, help charity, etc., may be told by Bank upon 
entering. 

While the first two children play their balloons burst and they are 
unhappy because they have lost the hours they had planned to spend 
with balloons. 

First group of children run and play with second group and while 
there they learn to play without many toys and also get the habit of 
helping the Bank swell its funds. 



THRIFT 

Once upon a time a little boy named James had some older brothers 
who were working and saving their money by putting it into the bank. 
Every Saturday they took their money to this big building and some- 
times they let James go with them. 

James was so little that he could barely reach up to the little grated 
window behind which the man stood who took the money, and he just 
kept wishing and wishing that he would grow very very fast so that he 
could put money in the bank too and have it witten down in a book just 
as his big brothers did. 

Once he told his mother all about it and she told him that he did 



19 

not have to wait to be big but could begin right away and have a little 
bank account all his own. 

James was so happy he just jumped up and down, and then he 
rushed off as fast as he could to mow the lawn for Mrs. Black, the lame 
woman who lived on the next street. 

All summer he worked at whatever he could find to do. Some- 
times it was running errands for the neighbors or delivering for the 
grocers and other times it was harder work such as carrying traveling 
bags and suit cases for people who were on their way to the train. 

His mother had always taught him to be polite and respectful to 
older people and as he wanted to be a good boy and be helpful in every 
way he could, he did not like to take money for the things he did for 
them. But one day while he was down town he saw an old lady who 
was carrying a number of packages and an umbrella. He went up to 
her and asked if he might help her. She was very glad to have the help 
and although James did not want to take it she gave him a bright shin- 
ing new quarter. 

Now what do you think James did with his quarter ? No, indeed, he 
did not spend it, but took it right home to put with the money that he 
was going to put in the bank. 

And what do you think? The banker was so glad to have James's 
money that he told him that every time he would bring him some money 
and left it awhile he would add some to it and so James' bank account 
keeps growing all the time,, just as James does. And by the time James 
is tall enough to reach the little grated window he will have many dollars 
written down in his book. 

How many liked this story? How many of you have been to the 
bank? Have you seen the little window? How many have toy banks 
att home? 

Note : — r From this point on various methods may be used. A 
school savings fund may be started or children may be encouraged to use 
other avenues of saving. 

The Winters National Bank of Dayton, Ohio, uses as an advertise- 
ment a blotter which illustrates this story splendidly. 



20 



THRIFT LESSON PLANS FOR GRADES ONE AND TWO 
Based Upon Boy Blue 



Lesson i. 

Teacher's Aim: Thrift in time. 
Subject Matter 
"Little Boy Blue come blow 

your horn 
The sheep's in the meadow, the 

cow's in the corn, 
Oh where is the little Boy Blue 

who watches the sheep? 
Under the haystack fast asleep. 



Tell story. 



Made them sick. 



Make the children feel that 
it was quite a big sum. Esti- 
mate by pennies or small 
change. 



Procedure 
Who can recite for 
rhyme about Boy Blue? 



us the little 



Money, health, time. 



Now I am going to tell you a story 
about Boy Blue. 

What made little Boy Blue feel tired 
and sleepy in the morning? 

Are we real healthy when we are 
tired and sleepy all the time? 

What did the sheep do to the 
meadow ? 

How many dollars do you suppose 
this would cost the man? 

What did the corn do to the cows? 

This would cost the man something 
too, wouldn't it? 

Maybe some of the cows ate so much 
they were very sick and died. How 
many dollars do you think it would 
cost him then? 

And it cost little Boy Blue something, 
too. He had to spend all the money he 
had saved. What else did he lose? 
He was wasting his time, wasn't he? 
All the time he was hunting for a job, 
and couldn't get one? 

And his mother and little sister were 
ill when they didn't get any thing to 
eat, and then little Boy Blue had to pay 
the doctor a whole lot of money. 

If little Boy Blue had gone to bed 
early what would he have saved? 



21 

LITTLE BOY BLUE 

In a little village lived a little boy with his mother, and his little 
sister. This little boy's name was Moni, but his mother always called him 
her Little Boy Blue. When Moni was just a very little boy, his mother 
used always to sing him to sleep with a beautiful little melody about 
Boy Blue. Moni called it his song, and as he grew older he learned to 
sing the song himself. After school, when Moni trudged home with 
his books flung over his shoulder, and singing his little song, the people 
would look up from their tasks as he passed their doors and say, /There 
goes Little Boy Blue." 

But now Little Boy Blue did not sing his song as he trudged home 
from school. He did not go to school now. Little Boy Blue's mother 
had fallen and injured her back, so now Boy Blue had to earn the money 
to support his mother and little sister. 

It did not take him long to find something to do. A man of the 
village employed him to watch his sheep and cows. He was to keep the 
sheep out of the meadow and the cows out of the corn. 

Little Boy Blue was very happy in his new work for a while but 
then something happened to make him very unhappy. He got to .dis- 
obeying his mother, and he would stay up late at night reading out of a 
story book, making kites and doing other things. Little sister went to 
bed early just as Little Boy Blue should have done, but now since he 
was working, and supporting the family, he felt that he was too big to go 
to bed early, and that he didn't need so much sleep. 

Each morning it was a little harder to waken him. Day after day it 
became harder to watch the sheep and the cows. Then one day when 
Little Boy Blue was out in the field he just got so sleepy, and his eyes 
just wouldn't stay open, and Little Boy Blue fell fast asleep under the 
haystack. 

Noon came and time for Little Boy Blue to take the sheep and 
cows back to their owner. But Little Boy Blue didn't come . Then the 
owner started out to the fields to find him. And there Little Boy Blue 
lay under the haystack fast asleep. 

The sheep were in the meadow and the cows were in the corn and 
the man was very angry. His meadow was ruined, and the cows were 
even now very sick. 

The man shook Little Boy Blue and told him that he could go home. 
He was going to get another boy to look after his sheep and cows. 

Poor Little Boy Blue. It was a long time before he got any more 
sheep and cows to watch. The little money he had saved was all spent. 
His mother and little sister and he often had to go hungry to bed. 

At last Little Boy Blue got another job, but now he went to bed 
early so in the morning he was not tired and sleepy but was wide awake 
and healthy. And so were his mother and his little sister for now they 
had plenty to eat. 



22 



THRIFT LESSON 

Grades One and Two 

Teacher's Aim: To teach the child to save time, material and 
money in school gardening. 

Pupil's Aim: To make a school garden. 

Subject Matter Procedure 

Mother Goose. Mary, Mary, quite contrary, 

How does your garden grow, 
Learn. With silver bells and cockle shells 

And fair maids all in a row? 



School gardens. 



How many of you have gardens at 
home ? 

What do you grow in them? 

Do you like to work in your garden? 
Why/ 

Would you like to have a garden at 
school? Why? What kind? 



Government seeds. If I would get the seeds from the 

government free, would you like to 
plant them? 

What would you do with what you 
grow ? 

When would you like to work on 
this garden? 

Would you use your spare moments? 

What kind of a garden could you 
draw ? 

The one with the best plan will have 
his selected for our school garden. 

In Industrial Arts Period we will cut 
from wall paper patterns of the tools 
we will use. 

Have you any tools at home? 

Have your neighbors any tools you 
could use? 

How could we pay for the use of 
these ? 

Now draw a garden with flowers, 
vegetables and other things in it. Ex- 
plain this drawing. 

Correlated with Nature Study and Industrial Arts. 



23 



THE STORIES OF OUR PENNIES, NICKELS AND DIMES 

Type of Lesson: Conversation. 
Teacher's Aim : To teach self-expression and thrift. 
Pupil's Ainu: To assist in telling the story of the pennies, nickels 
and dimes. 

Subject Matter Procedure 

Educational toy or real I . Have you ever had money that be- 

money. longed to you? 

Paper for each pupil with 



toy money pasted on it. 



2. How did you get it? 



3. What did you do with it? (Some 
spent and some saved it.) 

4. How did you spend it? 

5. How can we save it? 

6. Let us have the pennies, nickles, 
and dimes tell the story of how 
they were saved. 



Mary : 

I am the penny that was not 
spent for candy. 



7. Tell me the story of your penny, 
Mary. 



John : 

I am the nickel that. was not 
spent for ice cream. 



8. What does your nickel say, John? 



Robert : 9 . You tell us the story of your dime, 

I am the dime that Robert Robert, 

did not use to go to the show. 
Summary. 

Choose three of the stories given and have them written on papers 
on which the toy money was pasted. 



FIRST AND SECOND GRADES 

Aim: To teach conservation of clothing. 

Tell the story of the gingham dress which one little girl may be 
wearing. Emphasize work it took to raise the cotton, to dye the material, 
cost of material and time necessary to make the dress. Also emphasize 
the result of care of clothing. 



24 



LESSON ON THRIFT 

I. Aim: To teach children to take care of their belongings and 
not to put pencils in their mouths. 

II. Conversation of two Pencils. 

Pencil No. I. "I am feeling as good as new this morning. How 
are you. Brother Pencil-" 

Pencil No. 2. "Not very well. I am worried about my little 
owner." 

No. 1. "Why? What is the matter?" 

No. 2. "She was carrying me home yesterday and dropped me 
in the gutter. She picked me up but I was muddy and wet and typhoid 
germs were sticking to me. She should have let me drop but instead 
she put me in her mouth. I tried to warn her but she paid no attention. 
Now she is sick. They have just called the doctor and he has pro- 
nounced it typhoid fever." 

No. 1. "That's too bad. But. she should not put a pencil in her 
mouth. She has chewed you so you will hardly write." 

No. 2. "Yes, and she is always buying a new pencil so hers will 
look as nice as you do and her pennies go so fast she cannot save any 
money." 

No. 1. "Now my little owner never does that. I have been with 

her a long time. She never puts me in her mouth and I am always 

bright and sharp. She does not have to spend her money for pencils 
and has much money saved." 

III. 

1. Which little girl would you rather be? 

2. Why should we not put pencils in our mouths? 



SEVERAL THRIFT LESSONS 
Planned for First and Second Grades 

I. Teacher's Aim: To help the boys and girls understand the funda- 
mental facts concerning thrift. 
II. Analysis: 

A. Teacher gives explanation of thrift. 

(a) Meaning. 

(b) Necessity. 

(c) Motive for studying thrift. 

B. Introduction of simple thrift problems which the children 
will be interested in solving. 



25 

III. Preparation: 

(a) Who can name sonic things you waste every day? How 
many are going to try and break this habit of waste? 
When are you going to begin? How many have savings 
accounts? When did you begin saving? Ask your parents 
if they bought any Government Saving Securities. That 
was a help to the Government while the Great War was on, 
but it still helps to make our nation better when children 
save money. 

(b) Do you ever waste pencils by sharpening them too often? 

(c) If someone were to give you a penny, what would you do 
with it? Would you spend it for candy? How many can 
remember how the candy tasted that you ate yesterday? 
Did you feel any better after you ate it ? 

d) How many of you girls have a work dress to wear at home 
to save the dress you wear to school? How many of you 
boys have a work suit so as to save the suit you wear to 
school ? 

(e) How many ask your parents to buy you new shoes when 
half soling the old pair would make them good enough 
for school. 

(f) Do you have pets at home? What do you feed them? 
(Scraps.) 

IV. Presentation: 

(a) Do you use every bit of paper or do you waste your tablets? 
How many write on both sides of your paper in practice 
writing? Do you think it would be a good idea to begin 
today saving paper? 

(b) How about your pencils? How much do you suppose your 
parents spend each year for your pencils? Why not each 
one of you get a calendar and mark the date when you 
buy your pencil? Keep account of the number of pencils 
bought in January and February ; then see how many more 
you bought in January than in February. 

c) I wonder how many have banks? Don't you think a bank 
would be a mighty fine place to put the pennies people 
give you? Now, how 7 many are going to try and put more 
pennies in your bank from now on? If you would save 
your pennies you would some day have a bank account. 

(d) Boys and girls what are we going to do about our work 
dresses and suits? Girls, don't you suppose you could 
find a dress that would do to wear at home, so as to save 
the dress you wear to school? How many of you boys 
are going to have a work suit to wear at home, so as to 



26 

: I : Let's begin this eve- 
ning if change our dresses and suits as soon 
as we get home and put on those in which we can work 
and 
e How many :: yon ever had half soles put on your shoes? 
□ do with your shoes when the soles wear out? 
: How many carry lunches to school ? . What do you do with 
waste -craps from your lunch boxes? Don't you think 
-juld be nice to save the scraps and feed them to your 
pets ? All who carry lunches save the scraps and feed them 
to your pets at home : 

In what ways are you m : - - :ul ? 

: By spending money foolis 

~ : ~^:7 [ : pencils 
- Waste ::" tablets. 

Not saving money. 
5 Waste : : domes 
r : : shoes 

It: s solve each thrift problem by itself and see which one will be 

the greatest saving to us. 



LANGUAGE LESSON 

First and Second Grades 

A rhyme to prevent ::rming the habit of wasting paper in the 
lower grades 

To town, to town, a tablet to btr 
School again, school again sister and I. 

One must not waste writing paper while sma 
In fact, one must never war r at all. 

I Q 511 every page HI write on each side. 

jot basket, wasted paper won't hide. 



WHAT THE PETS THOUGHT OF JIMMY 
First Grade Language 

There was a great commotion in the barnyard the other morning. 
s and animals were trying to talk at once. 

I ;»nder what they we:: ited about? Listen, and I will tell 

you. Jimmy was the name of the little boy that lived in the great large 
brick house to which the animals ar. : belonged. Jimmy's 



father and mother decided to send him to his grandmother who lived 
many, many miles away. There he was to stay for the winter and go 
to school. Jimmy's pets all felt very sorry to have him leave and they 
were all trying to tell why they liked Jimmy so well. 

The big old turkey said, "Gobble-gobble, I like Jimmy because he 
saves the pennies which he earns, gobble-gobble." 

The dog said, "Bow, wow, I like Jimmy because he doesn't spend 
his money for candy and other foolish things which do him no good, 
Bow, wow." 

The duck said, "Quack, quack, I like Jimmy because he does not 
waste his time. He helps so much, Quack, quack." 

The little chicken said, "Peep, peep, I like. Jimmy because he never 
wastes any food, peep, peep." 

And last of all the old rooster said, "Cock-a-doodle-do, coek-a- 
doodle-do I like Jimmy because he goes to bed early and gets enough 
sleep, cock-a-doodle-do, cock-a-doodle-do." 

So all of the pets told why they liked Jimmy. When the big red 
automobile drove up in front of the house to get Jimmy, they all said 
together, "Gobble-gobble ; Bow, wow ; Quack, quack ; Peep, peep ; Cock-a- 
doodle-do." 



JANE'S PENNIES 



Jane started down the path toward the house on the run. 

"I don't care if Betty is saving all her pennies which her daddy 
gives her. She says that some day she might need them. Well I don't 
see what she could need them for some time a long time from now." 

"Oh Jane," called a sweet voice over in the field where daddy's 
horses were. 

"What?" 

"Oh, come here ! I want to show you this big bug." 

"Wait a minute, Johnny," said Jane, her yellow curls bobbing up 
and down as she ran. 

So she ran to the field and didn't think any more about saving her 
pennies that - day. 

Each new day that came I believe you could have seen Jane running 
toward home with a stick of candy. But every day Betty ran to her 
bank and put in one more penny. 

For many, many days each little girl used her pennies in the way 
she wanted to. Then one day,all at once, when Jane hardly knew what 
was the matter, Daddy kissed Jane and her mother good-bye to go away 
of! to fight bad men who were killing other little girls' daddies and 
mothers. 

Then one day people were asked to take all their money and lend 
it to our country to feed our daddies in that far-away land. Those 



28 



days Betty took her money and lent every cent to the men who were 
taking care of Jane's daddy as well as lots of other men. 

When these days came Jane didn't feel the same about saving her 
pennies. Each day she wished she would not meet Betty on the street. 

Then one cold winter day, after many lonely days for Jane and 
her mother, Jane's daddy came back home. He took Jane on his knee 
and kissed her and she was so happy. That night she cried about the 
way she spent her pennies, so she told daddy all about it. He kissed 
her and told her it was all right. 

Yet down in her heart Jane is very sorry because of the way she 
spent her pennies in those days, long ago. 



LESSON ON THRIFT 
Correlated with First and Second Grade Reading 

Aim: To teach thrift through a fable. 



Subject Matter 



Potatoes, carrots, cabbage. 

Turnips, onions. 
Peas, beans, tomatoes. 



PREPARATION 

Method 
How many of you boys and girls 
helped your father and mother gather 
vegetables this fall? 

What have, you in your cellar, 
Charles ? 

Has anyone anything else? 



What vegetables did your mother 



can 



Apples, peaches, plums, cher- What kind of fruits did you gather? 



ries. 



Cherries, peaches, plums, etc. What fruits did she can? 



To have plenty to eat during 
the winter. 



Why did father and mother fill the 
cellar? 

Did you ever hear of any one who 
did not prepare things for winter? 



PRESENTATION 

Subject Matter Method 

Now we are going to read a story 
about one person who worked and pre- 
pared food while another didn't. 



29 



"THE ANT AND THE GRASSHOPPER" 

Out in the field one summer day an Ant was very busy gathering 
grains for his winter's store. 

A Grasshopper who was chirping and singing to his heart's content 
saw the Ant and said: 

''Why not come and chat with me instead of toiling all the day?" 

"I am working to lay up food for the winter," said the Ant, "and 
sometime you will wish that you laid away something also." 

"Why think about winter now," said the Grasshopper, "when we 
have plenty and to spare?" 

But the Ant went on his ways and continued to work all summer. 

When it came winter the poor Grasshopper was almost dying with 
hunger, for the snow had come and covered up all his food. Sadly 
he came to the Ant and begged for something to eat, but the Ant said: 
"No if you had worked in the summer, instead of playing all day, you 
would never have to want." 

GENERALIZATION 

Subject Matter Method 

The Ant. Who worked during the summer? 

The Grasshopper. Who did not work? 

What kind of a person was this 
A lazy person. grasshopper ? 

Do you suppose his family had 
enough to eat during the long cold 
No. winter ? 

What probably happened to some 
Probably died. members of his family? 

Do you suppose the Ant's family 
No. were ever hungry during the winter? 

The Ant. Which one do you like best? 

Because she worked. Why? 

APPLICATION 

Dramatize the story. 



THRIFT AS CORRELATED WITH ARITHMETIC 
For First and Second Grades 

Aim: To teach thrift through an arithmetic lesson. A very good 
plan in teaching this may be by an "Apple Party." This may also in- 
volve etiquette. 

Procedure: The plan of the "Apple Party" is to have a certain 
number of pupils bring apples. At recess these apples are divided into 
equal parts and the ones who brought the apples act as hosts and 



30 

hostesses. The invitations are extended thus, "Robert, will you come to 
my party and have a piece of my apple?" "Yes, thank you. I shall be 
glad to come to your party," is the response. These invitations and 
responses may vary according to the different situations. 

Results: The dividing of the apples and the counting of the guests 
will be the arithmetic lesson gleaned from the party. It can be shown 
that dividing the apple among a number of children eliminates waste for 
if each child had an apple for himself he would probably leave a big core. 
Some children cannot afford an apple every day and this way no child 
is slighted and those that bring the apples learn a lesson in usefulness. 



THIRD AND FOURTH GRADES 

(31) 



LESSON PLAN ON THRIFT 

Topic: Small fruits and canning. 

Aim: To give the children a motive to grow small fruits for selling 
and canning. To develop a motive for Thrift. 

Preparation: Louise's father gave her a little garden spot and she 
planted some small fruit. 

Procedure: Do any of you children like to earn money? Well, I 
am going to tell you how one little girl earned some and saved much 
money, also. 

Louise had often wanted to earn some money and one day her 
father to*d her he would give her a spot in the garden where she could 
plant any thing she wanted to. Did you ever have a little garden where 
you could plant any thing you chose? Louise decided to have a row of 
blackberry plants, a row of red raspberries and several cuttings of cur- 
rants. Do you think she made a fine selection? 

Just the next year the plants began to bear fruit, which, when ripe, 
she gathered; and her mother helped her to can it for the next winter's 
food. 

Louise was very happy to think she could supply fruit for the 
family's winter use. 

The next year the bushes bore a much larger amount of fruit and 
this time Louise was just as careful to gather it all and after she had 
canned enough for winter the bushes still were bearing fruit. So her 
father told her she could sell it at the market. She picked her fruits 
and packed them in quart baskets and sold them. 

Wouldn't you like to plant something like this in your garden spot? 

Application: Are you going to ask your father for a garden spot? 
What will you plant in it? 



LESSON PLAN ON THRIFT 
For Third and Fourth Grades 

Subject: Farm Pets. 

Aim: i. To develop a habit of thrift in pupils. 

2. To give the pupils a motive for thrift in everything 
they do. 

HOW JAMES EARNED MONEY 

I wonder how many of you little boys and girls like to earn money 
to call your very own. 

I know one little boy who lived on a farm and earned money. How 
3 t. b, 33 



34 

many of you earn money on the farm? What do you think this little 
boy did? 

One morning James' father went to the barn to feed the stock, 
and what do you suppose he found? He found ten little white pigs. 
One little pig was so small and weak that all the others ran over him 
so that James' father said. "If I don't take that little pig out the others 
will kill him. When James' father came to the house he told James 
about the poor little weak pig and told him he could have it for his if 
he would feed and take care of it. What do you suppose he did? 

He went out to the barn and found some boards ; then he made 
a pen for his pig. After the pig was put in the pen James went to the 
house to get some breakfast for it. Does any one know what little pigs 
eat? I know that all girls and boys who live on farms know. James' 
mother gave him a pan of milk but this pig was so young that he had 
not learned to drink so James was very much puzzled. But James' 
mother (whom James thought knew everything) told him what to do. 
She said, "Take a soft cloth and hold it in the milk for the pig to suck 
on." James tried this and in a few days the pig drank the milk without 
any trouble. 

• James was a very thoughtful boy and never forgot to feed his pig 
night and morning. I suppose you wonder who fed it at noon while 
James was at school. James was a very good boy to help his mother 
by carrying in wood and kindling so she told James she would feed his 
pet at noon until his school was out for vacation. 

By the time school was out the pig was nearly two months old and 
ate lots of other things besides milk. He ate oats, grass and potato 
parings; and had grown so fat that James could hardly imagine that it 
was the same one that his father gave him. 

All this time James had been thinking of the money he would get 
when he sold his pig. He had decided to put it all in the bank and 
keep it until he became a man when he would buy a farm like his father's. 
The summer vacation soon passed and it was time for James to go back 
to school ; he really was not quite ready because he would have to leave 
his play and, most of all, his pet which was nearly large enough to sell. 

In the latter part of September James' father said to him, "I've 
sold my pigs. Don't you think you had better sell yours so I can take 
them all to market at once. James did not like to think of giving up 
his pig, but it weighed over two hundred pounds so he decided it would 
be best to sell it. When James' father came from market he had $22.75 
for him. James was very much pleased and surprised because he had 
not expected so much. 

The next day being Saturday James, dressed in his best suit and 
was a proud boy as he went into the bank with his father to deposit 
the money. When he got home he began planning some more ways to 
earn money. 



35 

Perhaps all of you can not raise pigs but you can think of some 
other way, raising chickens, a calf, a lamb or some vegetables in a small 
garden. If we all try I am sure we can have as much fun as James 
and also have some money to put in the bank. How many are going to 
do something like this? I'm sure your father and mother will be glad 
to help if you are good little boys and girls like James. 

Follow this by a class discussion of methods by which they can 
earn and save money. 



THRIFT AND CONSERVATION FOR THIRD AND FOURTH 

GRADES 

LESSON PLAN 
To Correlate with Language 

Subject Matter Procedure 

I. Memory gems: I. Give some memory gems on 

"Spend but do not waste, thrift. (Franklin and Harrison.) 

Save but do not be a 
miser." 

— M. W . Harrison. 

"Lost time is never 
found again." 

— Francis Bacon. 

"Not what we give but 
what we use, 
Not what we see, but 
what we choose — 

These are the things that 
mar or bless 

The sum of human happi- 
ness." 

II. Read an article on II . Write a story on how a boy saved 



III 



Hoover's plan for food 
conservation as carried 
on during the war. 



Read the story of how III 
Benjamin Franklin spent 
his first money. 
(Autobiography of Franklin.) 



his money to put in the school 
savings Ibank. 

(Discussion) 
Tell of Hoover's plan for food 
conservation. 

How was Franklin early taught 
the necessity of thrift? 

Tell the story of Franklin and 
his first whistle. 

What else might he have done 
with his wasted pennies? 



3° 



PREVENTION OF WASTE 

Subject: Prevention of waste. 

Teacher's Aim : To teach how to prevent waste and develop thrift. 
Pupil's Aim: To co-operate with pupils and teacher in suggesting 
ways of preventing waste. 



Subject Matter 



List made by pupils and 
teacher : 
I. Useless spending of money; 

e- g- 

a.) Buying of candy and 
gum. 

b.) Attending too many 
picture shows. 

c.) Wasting of school 
material. 

d.) Not making use of 
plots of ground for garden- 
ing. 

e.) Waste in care of 
clothing. 

f.) Waste in time. 

g.) Waste in health. 



Method of Procedure 
Questions : 
i . How many children have heard 

the old saying, "A penny saved is 

a penny earned?" 

2. What does it mean to you? 

3. How many can suggest ways of 
preventing waste? 

Let's make a list on the board. 
How are children wasteful in 

handling school material? 
How can we be more careful in 
the use of school material? 
How can we save money by taking 
care of our clothes? 



4- 



5- 



6. 



Written summary of the con- 
versation : 

We can prevent waste and 
spending of money by not using 
our money for candies, gum 
and many picture shows. We 
can also prevent waste by care- 
fully handling school material, 
books, maps, etc. 

We can make use of vacant 
plots of ground and raise many 
garden vegetables. 



Let us write a summary that will tell 
the different ways we have mentioned 
to prevent waste and that will help us 
to save money. 



37 

Subject Matter Method of Procedure 

We can have a work dress or 
suit after school and in that 
way take care of our clothes. 

We can wear plain, clean 
clothes to school and in that 
way save money. 

We can make use of our 
time by having a time for work 
and a time for play. 

We can take care of our 
health and grow up to be strong 
boys and girls. This too will 
help to save pennies. 



THRIFT 

I ani going to write a word on the board; it isn't a very large word 
but it means so very much, and we are going to find out today what it 
means. This word is "THRIFT", and I am going to write it now. 

A long time ago a little boy was saving his pennies to buy a bright 
shiny whistle which was in the store window. He saved and saved until 
he had fifteen pennies, then he went to the store and told the storekeeper 
he would give him all the pennies he had for the whistle. The store- 
keeper gave him the whistle and he went home whistling all the way. 
His father asked him how much he paid for it and he told him fifteen 
cents, and his father said he had paid twice as much as the whistle was 
really worth. 

"Who knows who this boy was?" "It was Benjamin Franklin." 
"Just think of the pennies this little boy wasted by giving the storekeeper 
more than the whistle was worth." "Now who can tell me what we 
mean by being thrifty?" "That is right, by not spending our money 
foolishly." "How can we save besides saving money ?" 

"We can save many things such as food, toys, clothing, soap, and 
public property, and in the school room we can save pencils and paper." 
"How many think we waste paper in school? How many think we 
waste as much as one sheet a day?" "If each person in this room wastes 
a sheet of paper a day, how many sheets would be wasted?" James, 
count the sheets in your tablet. How many are there? Now if we waste 
thirty sheets, that will be the same as one tablet in our room. There 
are seven rooms in the building; if each one wastes a tablet a day, how 
many tablets are wasted each day in this school building? Since there 
are five school days in a week, how many tablets would be wasted in 



3« 

this building in one week? How many tablets are wasted in a school 
year consisting of thirty-six weeks? 

If one tablet costs five cents, how much money would be wasted 
during the school year by the pupils in this building? 

Since we have found out how much paper we waste each year, we 
are going to start a "Thrift Campaign". Each pupil who saves a sheet 
of paper each day writes his name on the board and tells how he saved it. 
The one who saves the most each week will be the "Thrift Captain'' for 
the following week. 



THRIFT LESSON 



Teacher's Aim: To show how each one of the pupils can save 
material, time and money by making their own valentines. 

Pupil's Aim: To make economical valentines. 
Book of National Customs For the opening exercise story tell 

and Encyclopedia. the story of "Valentine Day." 

During the industrial arts period 
start the project of a heart-shaped, 
raffia picture frame. 

Directions : — Cut heart-shaped paste 
board frame about J / 2 in. wide. Use 
red raffia to wrap it. This will not be 
completed in one lesson so should be 
started before Valentine Day. 

Instructions : — Be careful of raffia 
and do not destroy any. Also be care- 
ful of card-board. 

Primary Handwork. For the paper project have the chil- 

Ey Ella V. Dobbs. dren cut different shapes of valentines 

out of wall-paper. 

In drawing period have the pupils 
draw cupids, hearts, bows and arrows, 
to put on their wall paper valentines. 

At the end of the day have an ex- 
hibition of all the things made and tell 
how they saved time (by correlating 
work) ; material — by using wall-paper ; 
money — by making the valentines and 
picture frames. 

Give a small valentine to the one 
with the best exhibit. 

Correlated with drawing, industrial arts and opening exercises. 



39 



THRIFT LESSON 

Teacher's Aim: To teach thrift in material and money. 

Pupil's Aim: To decorate the schoolroom as cheaply as possible for 



their Christmas entertainment. 

Subject Matter and Material 



String- bells. (Construction 
paper.) 

Wall paper, paper from adver- 
tisements, wrapping paper. 

Cord left from packages. 



Procedure 
I 
What material could be used for 
making bells? 

What could we use that we wouldn't 
have to buy? 

Now we have our bells made, how 
will we string them so that we can hang 
them across the room? 



2. Trim Christmas Tree. 



Flag and Star. 



White cardboard. 

String popcorn, 

Paper chains, gilt nuts. 



2. We are going to have a Christ- 
mas Tree but we do not have any 
trimmings and see if it does not look 
as nice as other trees trimmed with 
purchased ornaments. 

a. 

We can use some of the bells we just 
made.. 

b. 

What should be placed at the very 
top of the tree? 

All of us have flags so we will use 
one of those and save the expense of 
buying a new one. 

We will make a big star. What kind 
of material could we use for this star? 

What else could we put on the Christ- 
mas Tree ? 

Gilt nuts. Save tin foil and shells of 
nuts. 

Wrap tin foil around shells. Find 
where you could get the tin foil. 



Flour and water. 
Wall paper or scraps of 
colored paper. 



Paper chains. 

How would you make the paste ? 

What kind of paper would you use ? 



40 

Subject Matter Method of Procedure 

Same as for bells. Where would you get the paper ? 

Popcorn. 

String popcorn at home. Use pop- 
corn . raised in school garden, if pos- 
sible. ) 

Continue in this manner until enough trimmings are obtained. 



THRIFT PROBLEMS 

Third and Fourth Grades 

Request each child to keep a thrift note book, with accounts of 
money spent for school supplies for a month, etc. Also keep a record of 
repeated mistakes in spelling, grammar, arithmetic, mispronunciation, etc., 
impressing the idea that learning these things correctly at once will 
save time, energy and patience, besides the future practical value. 



THRIFT LESSON 

"TAKE CARE OF YOUR CLOTHING" 

Teacher's Aim: To impress upon the pupils ways by which ex- 
pense of clothing may be reduced. 

Pupil's Aim: To obtain a thorough understanding of how to care 
for their clothing. 

Motivation: Good and attractive clothing. 

CONTENT 

I. Facts — Questions. 

1. Launder or clean before I. Why choose well-shaped, well- 
garments are badly soiled. fitted garments? 

2. "A stitch in time saves 2. Why should we mend rips and 
nine." tears when they first appear? 

3. Clothing may be kept free 3. How may clothing be kept free 
from wrinkles by the use of from wrinkles? 

rods and hangers. 4. Name a number of ways in which 

4. Have small rips in shoes clothes may be cleaned. 

mended at once. 5- Why should we air garments 

after wearing? 



41 

II. References — 6. Why should we take special care 

(i) "Thrift Leaflet No. 7," to have shoes carefully fitted? 

r. S. Dept. of Agriculuture 7. Discuss the need of rubbers. 

and Treasury Dept. 8. Why should we never wear run- 

(2) "Textiles and Cloth- down heels? 



msr 



&' 



McGowan & Waite, 9. Why should new stockings be 
Chap. IX. washed before wearing? 

(3) "Shelter and Clothing," 10. Describe a good way of sewing 
Kinne & Cooley, Chap. XXII. buttons on garments. 

(4) "Foods and Household 
Management," Kinne & Cooley, 
Chap.' XXIII. 



A LANGUAGE LESSON TO EMPHASIZE THRIFT 

Put one of the following words in each of the following blanks 
left below. 

Banks, spend, America, waste, wasteful, teeth, save, thrifty, waste, 
thrift, anything (and) money. 

1. are institutions caring for the savings of the people. 

2. The man is one who saves his ■ ■ and lives 

economically. 

3. Never buy you do not need. 

4. Should we all the money we make? 

5. Is it a wise plan to — money? 

6. Are you practicing when you study your lesson three 

times ? 

7. is the most nation in the world. 

8. Would it be thrifty to our time? 

9. Writing paper and pencils cost money ; do not them. 

10. Brush your- — — 



LESSON PLAN IN HEALTH — CONSERVATION OF OUR 
PHYSICAL BEINGS 

TEETH 

You better scrub an' clean 'em 
An' mind what you're about, 
For the toothache'll git you 
Ef you 

Don't 

Watch 

Out! 

— James Whitcomb Riley. 



/ • 



4^ 

Clean teeth will never decay. 
Temporary teeth : 

(1) Form a roadway for the permanent teeth. 

(2) Should be kept until they loosen naturally. 

a. The permanent teeth push them out of the gums. 

(3) If removed too soon cause crooked permanent ones. 

Care of teeth. 

I 1 1 Temporary teeth should be kept clean so the permanent teeth 

will be in proper places. 
(2) Wisdom teeth should also be kept clean. 

By keeping your mouth and teeth clean : 

(1) Your temporary teeth are saved, and form a protection for 
the second teeth. 

(2) You keep the natural form of your face. 
You keep your health. 

(4) You will be free from toothache. 

Keep the tooth brush clean. 

Song. (To the tune of ''Yankee Doodle.") 

Grinder men are marching on. 

Well armed with paste and powder. 
To brush the realm of toothland clean 

And sound the warning louder. 

Grinder men are marching on. 

Oh, heed their words of warning. 
Be a soldier for the cause. 

Brush noon, and night and morning. 

Health creed : . 

My body is the temple of my soul, therefore : — 

I will keep my body clean within and without ; 

I will breathe pure air and I will live in the sunlight; 

I will do no act that might endanger the health of others ; 

I will try to learn and practice the rules of healthv living ; 

I will work and rest and play at the right time and in the right way. 

so that my mind will be strong and my body healthv and so I 

will lead a useful life and be an honor to my parents, to my 

friends and to my country. 

I 11 Can we live up to this creed if we neglect our teeth? 



43 

THRIFT STORY 

SAVING OF MONEY 

I know two little boys who lived in a big city called Buffalo. These 
little boys were brothers whose names were Tommy and Buster. 

Their mamma was not very well and one evening after supper daddy 
said to them, "If you boys will help mamma as much as you can before 
and after school each day, I will give each of you a quarter every 
Saturday. You may do what ever you please with the quarter." 

Tommy and Buster thought this would be great fun so they went 
right to work. Mamma was washing dishes so Buster wiped them for 
her. Tommy looked around and saw that his coat and cap were lying 
on the chair and put them where they belonged. And so it was, every 
night. 

When Saturday came and Tommy and Buster each got a shiny new 
quarter Tommy said, "Let's go down to the store and get some of that 
candy that we saw there yesterday." 

But Buster said, "No, I'm going to put my money in my bank." 

Then Tommy began to tease. "Oh, come on Buster, don't be 
stingy," he begged. When he saw that Buster wouldn't spend his money, 
he went down to the store and got all the candy his quarter would buy. 
Do you suppose he gave Buster any of it? No, not even a bite! Every 
week it was just the same. 

Then one Friday, several weeks after that, it began to snow hard. 
It snowed all day Friday, all night Friday night, and until about 2 o'clock 
Saturday afternoon. When it stopped all the other boys on the street 
took their sleds and went out to play. What fun they did have ! 

Tommy and Buster stood in the window and watched the other 
boys a while and then began wishing that they had a sled. Last year 
they had broken theirs and it wasn't much fun watching the other boys 
if you couldn't go out and play too. Pretty soon they saw their daddy 
coming and rushed out to meet him. 

"Daddy, won't you go down town with me and help me pick out 
a sled?" asked Buster. "I will pay for it myself if it doesn't cost too 
much. I have saved all the money you gave me and I want to get a new 
sled." 

"Sure I'll go," replied daddy. "And Tommy may go too 1 and buy 
him a sled." 

But Tommy had spent all his money for candy and so he didn't 
have any to buy a sled. How he wished he had saved his quarters. 

Buster felt sorry for him and told him, "You may play with my 
sled part of the time, Tommy. But Tommy wanted a sled all his own 
and told daddy, "After this I am going to save all my money, too." 



44 



SAVING OF MATERIAL 

During the great war, the conservation or saving of food was a 
very important subject. But it was necessary. 

In the large hotels before food restrictions prevailed there was 
wasted daily enough bread to feed a regiment. The cost of the food 
in this country each year is estimated at about $5,200,000.00. One-third 
of this is wasted, or enough to feed all the poor in the world. It would 
build ten battleships. It would run the government for one year. 

It takes four years to raise a porterhouse steak, and to send half of 
it back to the garbage can is a great crime. 

This waste does not go on only in the hotels, or in homes of the 
wealthy, but also in the county and farm homes. 



THRIFT LESSON 

To be Taught in Connection with Third Grade Arithmetic 

Teacher's Aim: To lead the pupils to see the value of a penny. 
To give pupils practice in solving practical problems in addition, 
subtraction, and multiplication. 

PREPARATION 

Subject Matter Method 

Organization of a Thrift Club. When you have money given you, 

what do you do with it? 

I know of some children who formed 
a club. Each child had a bank and 
promised to put one cent in the bank 
the first week, two cents the second 
week, and adding one cent for each 
week for a whole year. What do you 
think would be a good name for a club 
like this? 

How much would each child have at 
the end of the year? 

Pupil's Aim: To find out how much money they would have at 
the end of the year. 

(1) Use of calendars. (1) Take your calendar and find 

out how many weeks in a year. Now 
find out how many "four-weeks" in a 
year. 



45 



(2) ic+ jc+ 3c+ 4c= 

5c+ 6c+ 7C+ 8c= 

9C+ i oc+ 1 1 c+ 1 2C= 

I3c+i4c+i5c+i6c= 

i/c+i8c+i9c+20c= 

2IC+22C + 23C+24C= 

250+260+270+280= 
29c+3oc+3ic+32c= 
33c+34c+35c.+36c= 
37c+3.Bc+39c+40c= 
4 ic+42c+43c-h44c= 
45c+46c+47c+48c= 
49c+5oc+5ic+52c= 



5X$i3-78=$68.9o 





IOC 

26c 




42c 




58c 




74c 




90c 


= $1 


.06 


= $1 


.22 


= $1 


.38 


= $1 


•54 


= $1 


.70 


= $1 


.86 


= $ 2 


.02 



(2) How much money would you 
have at the end of the first four weeks? 
How much for 2nd 4 weeks? 



$13.78 



weeks ? 

weeks? 

weeks? 

weeks? 
4 weeks? 
4 weeks? 
4 weeks? 
4 weeks? 
4 weeks? 
4 weeks? 
4 weeks? 



How much for 3rd 

How much for 4th 

How much for 5th 

How much for 6th 

How much for 7th 

How much for 8th 

How much for 9th 

How much for 10th 

How much for nth 

How much for 12th 

How much for 13th 

How much did you save at the end 
of the first year? 

How much would you have at the 
end of five years? 

How much would you have when 
graduating from high school if you 
graduated when you were eighteen? 

If it cost $500 to go to college for 
one 7 year, how much more would your 
father have to give you or how much 
more would you have to earn? 



LESSON PLAN 



Subject Matter 

9. Starting on a page and 
not filling it. Recopying. Care- 
lessness in writing, etc. 

Medium room wastes one 
small size tablet a day. 



About ic per lb. 
To make new paper. 



Method 



9. Tell some ways in which we 
waste paper in this room. 

Estimate how much paper all of us 
in this room waste in one day. 

According to this how much is 
wasted in this whole building? In the 
county ? 

How many of you sell all the old 
papers and rags in your homes? 

How much can you get per pound 
for old papers? Old rags? 

Of what use are old papers and rags? 



4 6 

Subject Matter Method of Procedure 

This information may be What do the clothing stores, groceries 

found out by requesting one and post office, etc., do with their 
pupil to go to the stores and ask wrapping paper and waste paper ? 
the proprietors concerning this. How much paper do they burn or 

sell a day? (On an average.) 

Does it behoove us to practice con- 
servation by preserving and selling our 
old paper? 
10. Each one make a list of 10. Have some lists read. For a 
the different ways we can prac- class exercise make a complete list of 
tice thrift in the use of paper. the different ways and tack it in the 

rear of the room where all may see it 
in passing. 

Assignment : — Each one make a poster for tomorrow to suggest 
thrift in the use of paper. 



SANITATION 



Aim: A little while each day spent in cleaning the teeth, saves time, 
money and energy in after life. 

"Scrub, scrub, scrub, are words of warning, 
"Keep all the grinders shining bright, 
"Use your powder, brush and paste, 
"There's no time to lose or waste, 
"Keep them clean by brushing — 
"Morning, noon and night." 

I. Reasons for keeping the teeth clean. 
i . Good teeth masticate food well. 

2 . Clean teeth prevent bacteria from accumulating in the mouth, 
thus preventing diseases, such as, Indigestion, Tuberculosis, 
Diphtheria, Scarlet Fever, Nervousness. 

II. Emphasize the fact that the teeth should be cleaned three times 
daily, 

(a) The proper way to clean teeth — (not with a horizontal move- 
ment but with a circular movement from gums to edge of 
the teeth, both on upper and lower jaws, inside and out). 
Teacher's question — "Why do you dislike to clean your teeth?" 
Pupil's answer — "Too much trouble and it takes too much time 
from play." 



47 

IV. Cleaning the teeth gives more time for pleasure instead of de- 
creasing it. 

Example — Suppose you count the minutes it takes to clean 
your teeth each day. It ought not require more than ten 
minutes. If it takes 10 minutes for one day, how many 
minutes will it take in seven days? (70 minutes or one 
hour and 10 minutes.) 

Suppose some one doesn't clean his teeth but plays during 
those ten minutes. Suppose he got the toothache one Satur- 
day and couldn't reach a dentist until Monday. During that 
time he could not sleep, play or eat. Who has more time for 
play, the one who cleans the teeth or the person who doesn't 
clean them? 

V. Clean teeth save time, money and energy. 

Example — Two boys are saving to buy sleds. One spends twenty- 
five cents for tooth brush and paste. The other never cleans 
his teeth and discovers that he owes the dentist $1.50. Who 
do you think bought his sled first? 

Of course you want to be strong and healthy when you 
are grown. Suppose one of you girls became a nurse and you 
had never cleaned your teeth. One day while you were at 
the dentist's, some one who wanted you on a case, took an- 
other nurse because you were not present. If you had taken 
care of your teeth, the money which you might have earned 
would more than have repaid you for the few cents you spent 
on tooth paste. 

VI. Neglect of your teeth may cause others to lose their health, money 

and time. If you developed indigestion because of bad teeth, 
others would have to spend their time, money and labor taking 
care of you. 

VII. Examinations save trouble and time. Which would you rather do 
— spend two hours some Saturday having your teeth examined 
or would you prefer to neglect an examination and spend three 
weeks in vacation, having them filled? 



This Lesson is a Substitute Thrift Lesson for Arithmetic for the 
Third and Fourth Grades 

Mary and Martha were twins ten years old. Mary was a very care- 
less girl; Martha was thrifty, bright, and happy. The following examples 
will show the different characters of the two girls. 



4 8 

(i). On January 1st their father gave them each a quarter; Mary 
spent all of hers for candy. Martha spent ten cents for candy. How 
much more did Mary spend than Martha? 

(2.) Mary became ill because she ate too much candy and had to 
have the doctor. The doctor charged $3.00 a trip and he made three 
trips, the medicine cost 65c. How much was Mary's doctor bill? 

(3.) The girls go to school five and one-half hours every day. 
Mary missed three days on account of her illness. How many hours did 
she miss? How many minutes? 

(4.) Every child gets at least $1.50 worth of education every hour 
in school. How many dollars worth did Mary lose in the three days? 

(5.) Mary and Martha wanted to buy new pink hair ribbons. 
Their father gave each one of them 30c. Martha had 15c left from her 
quarter. The ribbon cost 10c a yard. How much ribbon will each girl 
get? 

(6.) Mary's and Martha's mother had to take 22 steps to get to the 
pantry and she went 25 times a day. Each time she went it took her five 
minutes. Mary went to the pantry 8 times for her mother and Martha 
went 15 times. How much more time did Martha save her mother than 
Mary? 



Thrift Correlated with English 

Teachers Aim:. From thrift view-point: To cause pupils to think 
along the line of saving time and money. 

From English view-point: To inspire pupils to do original think- 
ing and to express their thoughts. 

Pupil's Problem: To write an interesting story on one child's use 
of time and money. 

Method: Give a sentence from which all may start their stories. 
Suggestion: "I shall not need you for an hour," said John's (or Mary's) 
mother. ''Here is a dime. Do as you like with the time and the money." 

The children will write for ten minutes. Ten minutes will be spent 
in reading the stories. 

Application: A discussion in regard to the wisdom or lack of wis- 
dom which John or Mary showed in different stories. 



49 



LESSON ON THRIFT 
Correlate with Third and Fourth Hygiene 

Aim: — Teacher's: To teach that we can do better work if we are in 
good physical condition. 
Pupils' : To take care of their bodies in order to do better work. 

PREPARATION 

Subject Matter Method 

How many slept with their windows 
open last night? 

How many have a regular hour to go 
to bed and to get up in the morning? 

What did you eat for breakfast this 
morning ? 
Toast, eggs, fruit, cereal. I will tell you the best things to eat. 

How many drank coffee? 
No. Is coffee good for us? 

Milk and water. What should we drink? 

How many brush their teeth every- 
day? 

How many eat a great deal of candy 
between meals? 
A little candy each day is Do you think this is good for you? 
all right but should be eaten at 
the close of a meal. 

How many comb your hair and wash 
your face and hands thoroughly before 
breakfast ? 

PRESENTATION 

I am going to read you a story about 
a little girl who was not well but made 
herself well through regular habits, 
good wholesome food and open air ex- 
cises. 
''Saving Health." Teacher reads story. 

"Take her out of school at once," said the doctor to Mrs. Emery. 
"You can't afford to run any risks. Mary is five pounds under her normal 
weight, and is decidedly anaemic." 

"What's anaemic?" asked Mary. 

"Your blood is too thin ; perhaps you might call it watery. It takes 
good, rich red blood to study on, and until you improve at least fifty 
per cent you must keep out of school and build up your health." 

4 T. B. 



So 

Mary's face was sober and the tears were near the surface. She 
had thought it was going to be great fun to consult the doctor and take 
little pink tablets with her meals, as her chum, Etta Roberts, did. But 
to leave school was something she hadn't dreamed of. Why — she simply 
couldn't ! That was all there was to it. To stay out of school six months 
meant that she would fall so far behind in all her studies that she would 
have to go in with the next lower class. But Mary knew that it would 
be futile to argue with the doctor. He had a stern face and was used 
to having his patients do exactly as he directed. 

That night Mary wept a good many tears into her pillow. 

The next day at school she stayed in at recess to tell her teacher 
what the doctor had said. "But I am not sick, Miss El wood," Mary 
added plaintively. ''Won't you please ask mother to let me stay?" 

Miss El wood replied that she would talk with her about it after 
school. Mary Emery was one of the best scholars in her grade, but 
she had for a long time been nervous and pale. That afternoon, with 
pleading eyes and nervous fingers, Mary waited to hear what her teacher 
would say. 

"I am going to suggest an experiment for you to make, Mary," said 
Miss Elwood. Mary looked a little perplexed, but hopeful. "You won't 
like it, but I think it is the only way that you can remain at school. If 
you are anaemic, then neither your muscles nor your nerves get the food 
they need. This is what makes you pale, gives you headaches and makes 
you want to cry so often. In a few years you will either break down 
entirely or just be a fretful, uninteresting girl that everybody will be 
sorry for but that few will like." 

"I never knew that people stopped liking you just because, you were 
sick," said Mary. 

"Suppose that every time your friends asked you to play a certain 
game you said your head ached too badly ; how long would they keep 
asking you? Or, if every time a girl came to your house to see you, you 
were too tired to make her have a good time, would she keep coming? 
No, Mary, sickly people seldom have as many friends as those who 
are well." 

"I never thought of that before," murmured Mary. 

"I think I know better, even than the doctor, what has made you 
anaemic. How much spending money do you have?" 

Mary astonished, answered: "Twenty-five cents a week." 

"And what do you do with it?" 

"Why, I buy things, of course." 

"I believe that the secret of your trouble, Mary, lies in that twenty- 
five cents a week. The things that you buy are harmful to you! I have 
noticed that you have more candy, cookies and pickled limes than most 
of the other girls. At recess time, instead of going out into the yard 
to run about, you get in a corner with a bag of candy and read. Cookies 



5i 

and candy are all right in their place, but they are too sweet and rich 
to eat between meals. One reason why yon are anaemic is because you 
spoil your appetite by eating too much sweet and sour stuff. " 

"I never spend more than five cents a day for candy/' said Mary. 

"Nevertheless, 1 am sure that what candy you do eat keeps you 
from being healthily hungry at meal time, so that you fail to eat as much 
meat, potatoes and other nourishing food as you need. Isn't that true?" 

"Perhaps so," Mary admitted. 

"Now," continued Miss Elwood, "my suggestion is this : I want you 
for three months to save all your spending-money, and to promise, not to 
eat any candy, pickles, or cookies between meals." 

Mary's face was disconsolate and a few tears trickled down her 
face, but Miss Elwood continued : 

"Then I want you to spend all your recesses out-of-doors. If you 
don't care to play games, then have a walking race with some of your 
friends. Stir about enough to fill your lungs with fresh air and make 
your blood circulate more freely. 

"In addition to these two parts of the experiment there is a third. 
You do not always wear the most sensible things. Now that the weather 
is rainy and cold, you ought to protect yourself with high boots and 
rubbers. Instead of that, much of the time you wear thin stockings and 
pumps, which are fit only to wear in the house. It would be much better 
for you to save some of your money and buy warm stockings, sensible 
shoes, good rubbers and overshoes. 

"Now, if for three months you are willing to go without candy and 
pickles and eat only nourishing food, to keep out of doors all that you 
can, and to put your pumps and thin stockings away until next summer, 
I will try to persuade your mother and the doctor to let you stay in 
school for three months longer. At the end of that time, if you have 
followed my suggestions, I think the doctor will say you are almost 
well." 

"But the doctor didn't tell me not to eat candy," Mary said appeal- 
ingly. 

Miss Elwood looked a little stern as she answered : 

"He probably doesn't know that you spend twenty-five cents each 
week on such things. Do you want me to explain this to him? 

Mary was earnest in her protests and at once promised to make 
the experiment. 

"You must not let this spoil your good times, Mary," her teacher 
said kindly. Remember that nobody can be happy without good health." 

The experiment was not an easy one. Mary at first accepted candy 
from her schoolmates, although her conscience told her that this was not 
fair. But after a while she held to the rule to eat cookies and all very 
sweet things only after regular meals. She was surprised to find that 



52 

after a dinner of meat and potatoes or a supper of simple, nourishing 
food she could not eat more than two or three pieces of candy. 

Mary and her brother, Robert, had always called milk babies' food, 
and had refused to drink it with their meals. To Mrs. Emery's surprise, 
soon after Mary's talk with her teacher, she asked if she could have a 
glass of milk with her supper. Robert at once spoke up : "Babies' food ! 
I thought you had outgrown long dresses years ago." 

"Well, you had better not talk. It's a secret. I can't tell you any- 
thing about it but for three months I'm going to drink milk every night," 
answered Mary. 

Robert was much impressed by the idea of a secret, and teased to 
be told what it was, but Mary would not tell. 

One day, a few weeks later, Miss Elwood telephoned to her prin- 
cipal and asked him to come to her room a moment. It was recess, 
time and when the principal appeared Miss Elwood called him to the 
window and pointed out a group of girls. 

Mary Emery was teaching several of the girls to vault a sawhorse 
that the carpenters had been using. No one could do it quite so well as 
Mary herself but all were trying. 

"Who is the leader?", asked the principal. 

"Mary Emery." 

"Not the sickly girl that you were afraid wouldn't be promoted?" 

"The very same," and Miss Elwood smiled at the astonished look on 
the principal's face. 

"How do you do it, Miss Elwood ?" 

"Mary is doing it herself. I will tell you all about it later." 

The result of the experiment was that Mary gained six pounds, 
lost her headaches, saved two dollars and did not lose a day of school. 
Not only this, but Mary's mother was saved a large doctor bill, and 
Mary at least a half year's time at school. — From Stories of Thrift for 
Young Americms, Pritchard & Turkington. 1 

GENERALIZATION 

How would you have liked to have 
been in Mary's place? 
No. Do you think she spent her money 

wisely ? 
Because she spent it for Why don't you think she spent her 
something that was injurious money wisely? 
to her health. 

She gained six pounds, lost After the teacher talked to her, what 
her headaches, saved two dol- did she save? 
lars and a large doctor bill and 
did not miss a day of school. 

1 Used by permission of Ginn & Co., publishers. 



53 



APPLICATION 

Let us all try and profit by Mary's 
mistake and eat wholesome foods; if 
we want to eat candy, eat it with our 
meals , breathe plenty of fresh air and 
take plenty of physical exercises. 

I am going to write three Good 
Health rules on the board in colored 
chalk. 

I. Have regular habits. 
II. Breathe fresh air. 

III. Eat the right kind of food. 



THIRD AND FOURTH GRADES 

Aim: To teach conservation of money. 

Construct a miniature store in the school-room. Have paper or 
wooden money as medium of exchange. 

Pay the pupils an ordinary day or week wage with which they buy 
food, clothing and other necessary supplies for a family. 

This teaches the purchasing value of a dollar and economy in buying. 

Correlate with number work. 



FIFTH AND SIXTH GRADES 

(55) 



i 



LESSON PLAN 

Subject: Thrift. 

Teacher's Aim: 

1. To inculcate into the life of the child the habit of thrift. 

2. To inculcate these ideals that they shall remain indelibly stamped 
upon their characters. 

Preparation: 

In a little city of Ohio in Uncle Sam's great country lived a man 
and his wife who were struggling hard to keep the wolf from the door. 
The wife kept a small shop which was patronized by only a few. Her 
husband was not one of the best types of men and he squandered what 
little money was brought in, until one day he returned home and 
he heard harsh voices as though someone were quarreling with his wife. 
Upon examination, he found a neighbor woman, fussing and quarreling 
with his wife because she had been unable to pay her for her services 
as practical nurse. Her wages amounted to six dollars. She was al- 
most ready to take some of the personal property, when the husband 
straightened up. He reached into his pockets and counted out the six 
dollars which he then paid to the woman. 

They soon moved to more comfortable rooms and the father worked 
in a small shop. Another change was going on. Little Robert had 
grown into a youth with a promising future. All his father's hopes 
were centered in him. 

In this little city, there also lived a man who had been actively 
engaged in business for forty years and who now desired to retire and 
settle down in a cozy little home. It was the desire of Robert's father 
to buy this shop. But what could he do? He had only fiftteen hundred 
dollars and the least which could be paid down was two thousand dollars. 
He knew he could borrow the money but he did not want to. No way 
presented itself but this. 

But he had a surprise in store for him. From the time he was old 
enough Robert sold papers, ran errands for people and earned a little 
money. Without his father's knowledge, he had been saving money 
steadily. Of course keeping this up for so many years the amount grew 
rapidly. At the time his father needed the money Robert was able to 
help him. For he had almost enough to make the payment. So he 
worked harder and at more difficult tasks so he could earn more. And 
at the end of that year he was able to give his father five hundred dollars 
to pay on the shop. At last his wishes were true and his hopes had not 
been unfounded. 

57 






THE INFLUENCE OF EXAMPLE 

The town of Cartersville had a thriving wagon factory as its leading 
business. Many thousand men were employed here each day. One day it 
was reported that Mr. Wheeler, the owner of the factory, had bought 
the large brick house on Elm Street. He, his wife and their three chil- 
dren. Mable twelve years :ld. Paul aged fifteen and Dick seventeen, were 
coming here to live. 

The town was very much excited, especially the school children. 
Would the Wheeler children go to public school or would they have 
tutor they will have tutors," said Jean Allen. Some people 

said the Wheelers had many servants and several automobiles. 

The first Monday after the Wheelers were settled in their new- 
home, the school girls were all at school extra early. They were 
dressed in their second best dresses with pretty hair ribbons on their 
hair. 

When the school children first saw Mr. Wheeler and his children 
they were walking up the street, not riding in a big automobile as they 
supposed. 

The boys proved to be great favorites. But when asked to play 
football on Saturdays they replied, "We can't for we work in the factory 
on Saturdays." All the boys were greatly surprised at this because 
surely they had all the money they needed without working. "Our father 
believes that no matter whether we are rich or poor we should begin 
at the foot of the business and climb up, 5 ' explained Dick. 

Mable was a great surprise to the girls, for instead of fine clothes 
she wore a plain, blue plaid gingham dress. Her hair ribbons were all 
washable silk. "Mothe wear best." explained Mable. 

Nearly all the boys were teasing their fathers to permit them to 
raise chickens in their back yards as the Wheeler boys did. 

One day Dick asked his father for five dollars to buy fence for the 
chicken yard. "Do you want me to have part interest in your chickens ?" 
asked his father. "Why no," replied Dick. Well then I can't let you 
have the money unless you pay me for the use of it." So they agreed 
that he was to borrow the money and pay it back with interest in a month. 

One Saturday Mable invited six girls to her house to play. Jean's 
mother spent all Saturday morning getting her white dress washed and 
ironed. 

When the girls reached Mable's house she had on a middy and skirt. 
"But surely she will change her dress." the girls all thought. But no, she 
wore her plain dress all afternoon. And the other girls didn't have such 
a good time as they would have had. if they had worn school dresses. 

Mable let the girls see her own bedroom and her clothes. They 
were all very plain and in colors. They asked her if she didn't like pretty 



59 

white dresses. "Yes, but they are harder to wash and iron." "Why ! 
haven't von maids to do that?" "Yes, one, but if she ironed many while, 
dresses she wouldn't have time for much else," replied Mable. 

Those six little girls went home much wiser than when they came, 
and told their mothers that Wheeler's didn't have nearly so many fancy 
vases as they did and that you wouldn't know they were rich. 

The mothers all decided that plainer things looked much neater and 
were much more economical. 



BENJAMIN FRANKLIN 

PREPARATION 

Teacher's Aim: To draw lessons of thrift from the life of Benjamin 
Franklin. 

Pupil's Aim: To learn how Benjamin saved money from food to 
buv books. 



Subject Matter 
Colonial period. 
Institutions. 
Homes. 
Schools. 



Method 

When did Benjamin Franklin live? 

Tell something of the homes of that 
time. 

Compare school libraries of that 
period and this. 



Food habits. 
Loaves of bread. 



Candy and gum. 

Boiled potato and handful 
of raisins. 

Bought books. 

Water against beer. 



Sawdust pudding. 



PRESENTATION 

Relate the story of Franklin and the 
bread. 

Would children of today spend their 
six cents for bread? 

What would they like to spend it 
for? 

Why did Benjamin only eat a boiled 
potato and a handful of raisins for 
dinner ? 

What did he do with the money he 
saved from his board? 

Relate the incident of why Benjamin 
was called the "Water American." 

The money he would have spent for 
beer he saved for books. 

Why was Benjamin's supper called 
sawdust pudding? 

Why did he serve corn meal mush 
and cold water? 



6o 



Subject Matter 
Theater. 



Luxuries. 



application 

Method of Procedure 
What places of amusement could the 
people refrain from today in order to 
have money for books? 

' If they would not buy so many 
candies, gum and other luxuries they 
would have more money for the neces- 
saries of life. 



GENERALIZATION 

Benjamin Franklin saved money by eating only what he had to in 
order to live, and in his statement where he said, "My friends, any one 
who can live on sawdust pudding and cold water, as I can, does not need 
much help from others." 



THRIFT PROBLEMS 



Emphasize the preservation of forests. Make an outline of the uses 
of trees, (Shade, wind protection, oxygen production, beauty, nesting 
places for birds.) Under "lumber," "bark," and "other uses" give various 
products. Have the pupils make a list of (i) All the trees that they are 
acquainted with, (2) All trees that they have ever heard of, and the use 
of each tree, if it has some special use. Also have them make a list of 
all fruit trees. From their outlines lead them to see the vast importance 
of trees, pointing out that in many instances wood cannot be successfully 
replaced by other materials. A few suggestions on forest preservation 
should then be taken up. 



HOW TO SHOP ECONOMICALLY 

Teacher's Aim: To show the value of thrift. 
Pupil's Aim: To learn how to shop economically. 



Subject Matter 
Thrift Stories. 
Methods, Aids, and Devices. 
Volume II. 



Going On An Errand. 

"A pound of tea at one and 
three 



Procedure 

Did you ever keep an account of the 
money you spent? 

If you haven't it would be a good 
plan for you to start now and keep an 
account. 

Tell and discuss the poem of "Going 
On An Errand." 

Did you ever forget your errand ? 



Subject Matter 
And a pot of raspberry jam 
Two new laid eggs, a dozen 

pegs 
And a pound of rashers of 

ham." 



Procedure 
Do you always count your change 
when you leave the store? 
Why is this a wise idea? 



I'll say it over all the way 
And then I'm sure not to forget, 
For if I have to bring things 

wrong 
My mother gets in such a pet. 



Dramatization. 

Have the class plan a shopping trip. 
Part of the class should be shoppers 
and the remainder be clerks. 



A pound of tea at one and 

three, 
And a pot of raspberry jam, 
Two new laid eggs, a dozen 

pegs 
And a pound of rashers of 

ham." 

I 

There in the hay the children 

play 
They're having such jolly fun, 
I'll go there, too, that's what 

I'll do, 
As soon as my errands are done. 



Aims of the pupils should be — 
i. Do not be lured into purchases 
which you have not planned and which 
you will not use to advantage. 

2. Count the change that you re- 
ceive. 

3. Economical buying. 

4. Watch the scale. 

Write a story, telling how an eco- 
nomical buyer saves time, money, and 
material. 



A pound of tea at one and 

three 
A pot of-er-new-laid jam, 
Two raspberry eggs, with a 

dozen pegs, 
And a pound of rashers of 

ham." 



There's Teddy White a flying 

his kite, 
He thinks himself grand I de- 
clare ; 
I'd like to try to fly it sky high, 
Ever so much higher 
Than the old church spire, 
And then and then but there — 



62 



Subject Matter • Procedure 

"A pound of three and one at 
tea, 

A pot of new laid jam, 

Two dozen eggs, some rasp- 
berry pegs 

And a pound of rashers of 
ham." 

Now here's the shop, out side 

I'll stop 
And run through my orders 

again. 
It shows I'm pretty cute, that's 

plain. 
A pound of three at one and 

tea, 
A dozen of raspberry ham, 
A pot of eggs with a dozen pegs, 
And a rasher of new-laid jam." 



MAKING YOUR TOOLS AGED 

Why does mother so carefully dry all her pans, knives and so forth 
before putting them away? To prevent rusting. 

If water is left on iron it will form a reddish-brown substance. 
What do we call it ? Where have you seen it ? What could you do with 
your sled runners, your hatchet, or skates to prevent rusting? 

When your tools are not to be used for some time you might grease 
them with oil. This makes a waterproof covering, thus preventing rust. 
If your wagon or sled should stand out in the weather for a long time, 
what would happen? What would be a better way? But buildings and 
sheds are so expensive ; would it still pay ? Yes ; a good, painted building 
will last many years and add many years of life to your tools and 
machinery. If it is such that it might have to stand out it could be painted. 
Have children cite examples of tools, kept in and out; estimate difference 
in life of each. 



THRIFT PROJECT 

Project: To show the benefits of School Banking. 
Plan: 

A. Why I bring money to school to deposit on banking day; 
(Pupils develop reasons in conversation lessons.) 



63 

Possible suggestions : 

i To go to college ; 

2 To buy a farm ; 

3 To develop a coal mine ; 

4 To buy a store ; 

5 To use when I am old ; 

6 To use when I am ill ; 

7 To buy a home ; 

8 To take care of my mother ; 

9 So I have money when I need it badly ; 
Etc. 

B. How will these make me a better citizen? 

(Teacher aims to develop the idea of service to society as well 

as to self.) 

Possible suggestions of pupils : 

i To go to college enables me to, — 

(a) Know how to take care of myself. 

(b) Know how to vote intelligently. 

(c) Know how to serve the public as well as self. 

2 To buy a farm enables me to, — 

(a) Furnish good food for others and myself. 

(b) Live close to nature. 

(c) To earn a living. 

3 To develop a mine enables me to, — 

(a) Furnish fuel for homes, factories, R. R. (effect of 
this service may be enlarged upon.) 

4 • 

5 To use when old enables me to, — 

(a) Care for myself rather than have public do so. 

(b) Give some money to help others. 

6 To use when ill enables me to, — 

(a) Pay for the care I need. 

(b) Keep out of debt. 

7 •••• 

8 

9 ••..... 

C. How secure money to deposit : 

i By Saving; 

Possible suggestions by children; 

(a) Do without sodas and deposit my money. 

(b) Do without chewing gum and deposit my money. 

(c) Eat less candy and deposit my money. 

(d) Never use cigarettes and deposit my money. 

(e) Practice economy in the use of paper. 



64 

(f) Practice economy in the use of pencils. 

(g) Take care of clothing, — 

(i) The selection of serviceable clothing. 

(2) The proper handling. 

(3) Cleaning and mending, 
(h) Take care of health. 

2 By Earning; 

Possible suggestions by children ; 

(a) School Home Projects : 

(1) Garden Project. 

(2) Poultry Project. 

(3) Sheep Project. 

(4) Pig Project. 

(5) Calf Project. 

(6) Business or Wage Project. 

(7) Sewing Project. 

(8) Field Project. 

(b) By selling papers. 

(c) By selling rabbits. 

(d) By selling flowers. 

(e) By selling tatting. 

(f) By making and selling reed baskets, etc. 

(g) By running errands. 

(h) By working on Saturdays. 

(i) By delivering milk. 

(j) By doing janitor work. 

(k) By taking subscriptions for magazines. 

(1) By selling junk. 

(m) By gathering and selling wild flowers and nuts. 

(n) By mowing lawns. 

(o) By shoveling paths, etc. 

The above outline is suggestive of a series of lessons in developing 
this Thrift Project. The number of lessons and the nature of the pro- 
cedure will depend largely upon the response which the teacher is 
capable of stimulating. 



THRIFT PROBLEMS 

1. John Wyland & Co. quotes the following prices on groceries 
and vegetables: apples, $1.75 per bu. ; coffee, $.55 per lb.; potatoes, $2.00 
per bu. ; cocoa. $.33 per lb. Drake & Co., a store across the street ad- 



65 

vertises as follows: apples, $1.70; coffee, $.55 per lb. * potatoes, $1.95; 
cocoa, $.30. If Mrs. Jones was to buy 2 bu. apples, 2 lbs. coffee, 1 bit. 
potatoes, 2 lbs. of cocoa, where should she buy to save the most money? 
How much docs she save? 

2. How much cheaper was it to buy a bbl. of potatoes containing 
[65 lbs. for 84. ex) than to buy the same quantity at 5 lbs. for 17c? 

3. Which is the better investment? To buy a house for $6000 
which rents for $20 per month ; repairs and taxes $120 per year, or to 
put the money in the hank at 4J/2 per cent annual interest? 

4. Mrs. Janies can make two aprons out of $y 2 yards of gingham. 
Mrs. Wood makes three of the same kind of aprons out of 4^ yards. 
Which uses the least material on each apron and how much less? 

5. It is 100 miles from Cleveland to Toledo and George goes by 
machine at the rate of 50 miles per hour. Another machine started at 
the same time traveling at the rate of 25 miles per hour. A few miles 
out of Cleveland, George had a blowout which took him one hour to 
patch. A few miles further another tire blew out which required an- 
other hour to repair. A third time George had to stop, this time to 
pay a fine of $10 for speeding. This required a loss of a half hour's 
time. 

Which machine arrived in Toledo first and how much sooner than 
the other? 



SAVING MONEY 

1. A young man paid $100 for a suit of clothes from YOUNG 
and STEWART, tailors. At Besserman's they were selling them at 
20' ( discount. How much would he have saved if he had bought his 
clothes at Besserman's? 

2. John and Harry were two school boys, and for Christmas their 
father gave them a five dollar bill. Harry put two dollars of his money 
in the bank and bought a new sled which cost him $3.00. John put 
his 85. 00 in the bank. If the bank paid 4% interest, how much more 
would John have than Harrv at the end of four vears ? 



JACK THRIFT — A POEM OF RICHES 

Jack Thrift was born in Bakerstown 
Of parents poor though good renown. 
That Jack might gain a higher rank, 
His mother took him to the bank. 



66 



And to the banker, most polite, 
Said, "Here is but a little mite, 
And though 'tis quite a small amount, 
Our Jack must have a bank account." 

Now Jack grew up a winsome boy, 
His father's pride, his mother's joy; 
In school — it is but truth to say — 
He knew his lessons well each day. 
One lesson well he quickly learned, 
To save a part of all he earned; 
Each month he saved a small amount 
To swell his growing bank account. 

When school was out Jack went to work — 
He knew not how to shun or shirk — 
But in his work he took much pride 
And thus advanced with rapid stride. 
Through honest worth he grew in rank - 
Was soon collector for the bank — 
And every time he drew his pay 
He laid some by for future day. 

Xow Jack was liked by all the girls, 
He loved one most with golden curls, 
And fondly hoped — 'Tis truth to say — 
That she would be his bride some day. 
While she, like Jack, had humble birth. 
She was a maid of sterling worth. 
And proudly hoped — to be quite frank — 
That some day Jack would own the bank. 

When Jack was wed, O, joyful day! 
His heart was light, his spirits gay; 
Their troth they plighted side by side — 
All said she was a charming bride. 
'Twas in the rosy month of Tune 
When they returned from honeymoon. 
His bride, so loyal, true and brave, 
Said, "Sweetheart, now I'll help you save. 

When one and twenty years had passed, 
Great fortune Jack had now amassed ; 



<>7 



There came a call — O, great surprise ! 
As thunderbolt from clearest skies — 
A call that Jack should head the bank 
Where he began in lowest rank. 
The secret was he'd early learned, 
To save a part of all he earned. 

Time quickly passed as time will do, 
And Jack had grown to sixty-two. 
He called his son and gravely said : 
"Of this bank you must now be head. 
But may you never fail to see 
The secret of success for me; 
I climbed to president from clerk 
Because I saved and loved my work." 

Dear reader, now this story well 
Has told you plain as words can tell, 
That if for wealth and fame you crave 
You quickly must begin to save. 
Be thorough in all the things you do 
Be saving, honest, faithful, true, 
And thus you'll rise to wealth and might 
As sure as day will follow night. 



readier' s Aim: 
help to save our trees. 



n* 



FOREST FIRES 

To teach little ways in which boys and girls may 



Subject Matter 
A — Uses of trees. 

i. Furnish lumber for our 
homes, furniture, etc. 

2. Make our paper. 

3. Made into charcoal. 

4. Bark used to tan 
leather. 

5. Turpentine obtained 
from trees. 

6. Other by-products 
from trees : — Maple sugar, 
spruce gum, etc. 

7. Forests help prevent 
floods. 

8. Leaves decay and help 
in the formation of coal. 



PREPARATION. 

Procedure 
A — ■ Review the use of trees. 

1. Name some of the uses of 
trees. 

2. What are some of the things 
obtained from trees? 

3. How do the whole forests 
help protect man? 

4. How else are forests of im- 
portance to us? 



II. PRESENTATION 



A — Causes of forest fires. 

1. Carelessness of hunt- 
ers and fishermen. 

2. Sparks from engines. 

3. People throw down 
lighted cigars or cigarettes 
while walking through the 
woods. 



— Ways of extinguishing 
fires. 

1. Throw on water from 
some near-by brook. 

2. Throw loose earth over 
flames. 

3. Start a "back-fire". 

4. Dig trenches. 



1. How are fires sometimes 
caused? 

2. Have you ever seen careless 
hunters or fishermen? 

3. . What kinds of fires do sparks 
from engines cause? 

4. How may people walking 
through the woods cause fires? 

B — 

1. Name one way by which fires 
may be extinguished. 

2. If there is no water at hand, 
what can be done? 

3. What is meant by a ''back- 
fire"? 

4. How may this be used to stop 
the spread of the flames? 

5. How may fires that burn deep 
into the ground be extinguished ? 



<></ 



Subject Matter 
— Results of forest fires. 

i . Thousands of trees de- 
stroyed that needed a hun- 
dred years to grow. 

Wild animals who live 
in the woods sometimes are 
killed. 

3. Many people lose their 
lives attempting to get away 
from the tire. 



Procedure 

1. Is the loss of the trees very 
great? Why? 

2. Is the loss of the lumber the 
only result of the lire? 

3. \Yh;it becomes of the many 
wild animals, whose homes are in 
the woods, when a fire attacks the 
woods ? 

4. Are people ever in danger 
when a fire is near? 



1 ) I low we may help to pre- 
vent fires of this kind. 
1. Don't throw y o u r 
match away until you are 
sure it is otit. 

Don't build a camp- 
lire any larger than is abso- 
lutely necessary. 

3. Don't build a fire 
against a tree, a log, or on a 
stump, or anywhere but on 
hare soil. 

4. Don't leave a fire until 
you are sure it is out; if 
necessary, smother it with 
earth or water. 

5. Don't he idle when you 
discover a fire in the woods ; 
if you can't put it out, get 
help. 



D — 

Learn and observe the following 
"don'ts." 



"CONSERVATION OF BIRD LIFE" 

Teacher's Aim: To teach children to observe and know the com- 
mon birds, and to teach them the necessity of the conservation of 
bird life. 

Children's Aim: To become acquainted with the common birds. 
Whv and how thev are useful to society. 



Subject Matter 

I. (a) Robins, wrens, blue 
birds, cardinals, blackbirds, 
crows, hawks, blue jays, spar- 
rows, thrushes, and humming 
birds. 

(b) Pictures, books and il- 
lustrations from magazines. 

■ (c) English sparrow — de- 
stroys eggs and nests of other 
birds, destroys crops and fruits. 

Hawks — kill other birds and 
young chickens. 

Crows — destroy crops, fruit 
and drive away other birds. 

II. Uses of birds : 

(a) Destroy rats and mice. 

(b) They are scavengers. 
'(c) Destroy weed seeds. 

(d) Destroy insects. 

(e) Furnish pleasure 
through their songs and attrac- 
tive appearance. 

III. (a) Cats. 

(b) Boys. 

(c) Hunters and sports- 
men. 

(d) Electricity and tele- 
graph wires. 

(a) Collectors and mil- 
liners. 

(b) Food. 

(c) Decoration. 



Method of Procedure 
I: (a) Name some common bird 
found in your locality. 

(b) Have you seen them and m 
what other ways have you learned about 
them ? 

(c) Name some harmful birds an 
in what ways are they harmful. 



II. Of what use are birds? 



III. (a) In what ways are bird 
destroyed ? 



(b) Why have birds decreased 
more in recent years? 



IV. Public, (a) Societies. 

(b) Bird clubs. 

Gov. (a) Laws to pro- 



IV. How can the public help pro- 
tect birds? 

(b) What laws has the government 
hibit sale of wild game at cer- passed? If violated, what is the result? 
tain seasons. 

(b) Laws to protect nest, 
eggs, and young.. 

(c) Conspicuous places in 
which to post bird laws. 



7i 

Subject Matter Procedure 

( (d) Violators punished by 
fine, or imprisonment for a cer- 
tain time. 

V. (a) Build bird houses. V. What can be done by children 

(b) Feed them in winter. to protect birds? 

(c) Destroy harmful birds. 

(d) Join bird clubs. 

(e) Protect them from cats. 

VI. (a) Economic value. VI. What is the necessity of con- 
(b) Beauty and songs. serving bird life? 

BIBLIOGRAPHY. 

"Science of Home and Community" — Trafton 459-477. 
"Bird Lore"- — magazine by D. Appleton & Co. 
"Travels of Birds" — Chapman. 
"Biology" — Peabody and Hunt. 
"Study of Nature" — Schmucker. 
Comstock — Handbook of Nature Study. 



Abauj Megye. Szikszo, Nov. 5, 1920. 
Dear Harriet: 

I am very sorry that I could not write to you sooner. I lost mjf little book 
;in which the addresses were in. I hunted everywhere until I found it. Dear Har- 
riet don't be angry that I didn't write quickly. Oh how I miss Cranford and the 
school. Here I don't do anything. Oh how I wish I could go back to America. 
) Here they don't leave no one go out to America, until they get a ship-card from 
Washington. Dear Harriet how I long to hear from my friends in Cranford. 
I didn't get a letter from no-one since I am here. Think out in your head' how 
lonesome and bad it is for me. Not a word from my friends. We reached home 
safely, thank God. I long for America and Cranford. It is terrible bad here. 
There was a war here in this spot where we live. Great cannons, machine guns, 
and all sorts of things were here. Shrapnel, and shells, were flying in the air. 
The war here was before we come here. Oh how T wish some-body would send 
me a ship-card from Washington so that I could go out. Dear Harriet if you see 
my father, please tell him to take us back. Tell him you received a letter from 
me in which I wrote it is very bad here. Tell him to please take us back or we 
will die here. 

Even if we give money for things here zoe can't get anything here. We can't 

, get no flour, sugar, lard, butter, eggs, or nothing at all. The people here can't 

' get no wood, or coal, to burn. We will die of hunger or freeze to death. Dear 

Harriet I ask you kindly to please tell my father every-thing and to take us back. 

Dear Harriet how are you getting along in School? 

Are you on the Honor Roll? & Betty too. What news have you got to 

j write to me? Must close my letter now because it is growing dark here and we 

] have nothing to burn. We go to bed as soon as it is dark. It is dark here at •") 

o'clock. It is snowing here and all the waters are frozen. There is skating her^. 



7* 

Will close my letter sending you and the family our best regards and wishes. Also 
give my best regards to my class mates, and all the teachers. Good-Bye. 

From your friend 

Mary K^oromi. 



This letter was taken from the Literary Digest, and the plan for 
using it is to make two lessons out of the letter for the language classes 
of the fifth and sixth gractes. Preferably the sixth grade. 

The first day the letter is used language need not be mentioned. 
Thrift alone is emphasized. Two thoughts could be well developed in 
connection with this: 

1. That we conserve our natural resources so that we will never 
be without wood or coal to burn, and never have to go hungry. 

2. That we be as economical as possible so that we may have more 
to send to those of the foreign countries who need it so badly. By 
asking the children to try and find the cause of wastefulness one can 
get them more deeply interested in the subject. How many have plots 
of ground about their homes not in use on which vegetables might be 
raised? By asking questions similar to this the pupils will be aroused to 
a consideration of the ; great problem of waste. They will talk about 
this at home and the whole community will become interested. When 
this stage is reached it is a good time to organize a thrift club in which 
the parents should be invited to join. The chief purposes of this club 
should be : 

1. Saving money. 

2. Prevention of waste by the more careful consumption of material 
— food, clothing, fuel, etc. I 

3. The study of economic conditions for the purpose of saving 
time and labor in the various occupations of the school and neighborhood. 

The second day the letter can be used as a language lesson. The 
little girl, .Mary, is eleven years old and should be in the sixth grade; 
see how much better we can write the letter than Mary did. Tell the 
children how Mary has probably been held back in school on account of 
the war and many other things. 



THRIFT LESSON 
Correlated with Art Work — Fifth Grade 

Teacher's Aim: To impress children with the need of thrift. 
To acquire skill in printing and poster making. 



PREPARATION 



Subject Matter 

( 1 ) Kinds of posters chil- 
dren have seen. 

(2) Value of posters. 



Method 
(1) Tell me about some posters 
you saw during the war. Why were 
these of anv value? 



Subject Matter 



Pupil's Aim: To make thi 
Subject Matter 
(i) Quotations from pupils. 

I 2 ) Suggested quotations : 
"Waste not want not.'' 
"Take care of the pennies 
and the dollars will take care of 
themselves." 

"Dimes make dollars." 
"Lost: Somewhere between 
sunrise and sunset, two golden 
hours each set with sixty dia- 
mond minutes. No reward is 
offered for they are gone for- 
ever." 

"Time is money." 



Method 
Ls there need for thrift now? I 

wonder it' we could make thrift posters 
to place in our room and in other 
rooms ? 

ift posters 

Method 

(i) Let us think of .some good say- 
ings for our posters. 

^2) After getting all from pupils, 
teacher suggests others. 

(3) Look in magazines for pictures 
that will illustrate these sayings or 
make your own illustration. 

(4) Plan your poster, then cut your 
card board the proper size. Print your 
quotation neatly and paste on the illus- 
tration. If you make your own illus- 
tration, use paper-cutting, pencil, char- 
coal, crayolas or paints. 



THRIFT LESSON IN GEOGRAPHY 

For Grades Five and Six 

Teacher's Aim: To teach thrift in the use of fuels. 
Children's Aim: To learn thrift in the use of fuels. 
Analysis : 

1. Naming of fuels. 

2. Discussion of the economic value of fuels. 
3. Discussion of the transportation of fuels. 

4. Discussion of the conservation of fuels. 



Subject Matter 
The fuels are wood, coal, gas, 
gasolene, kerosene and electric- 
ity. Coal costs $8 per ton, and 
wood costs $3.50 per cord. 
Two cords of wood equal one 
ton of coal. 



Coal- is wasted in mining. 



Procedure 

What do you understand by fuel? 
Name all the fuels. Which one do you 
use most extensively at your home? 
Why? 

In this part of the country which is 
greater, the cost of wood or the cost of 
coal? Which is the most economical 
for use? Why? 

How is coal wasted ? 



74 



Subject Matter 
Poor and thin seams are often 
left unused. Coal is sometimes 
wasted because of explosions 
used for purpose of decreasing 
the labor of mining.. 

Great loss of coal along rail- 
way lines. 

Often there is only partial 
combustion of coal. 

Gasolene is too expensive 
and scarce to use for fuel. 

The gas supply is limited. 



Procedur. 



when coal is 



Conservation of coal. 

Loss at mines can be reduced 
by mining all of the coal. 

Use the poorer grades. 

Industries and office build- 
ings should employ skilled fire- 
men. Estimated saving 
000,000 per year 
$8.00 per ton.) 

If everyone in U. S. would 
save one shovel of coal each 
day, there would be a yearly 
saving of at least 15,000 tons. 

Save coal in the home by 
using a fireless cooker. 

Current Opinion, Feb., 



1920, 

forest 

Feb., 

Lit- 



gives information about 
fires. American City, 
1920, — Forest Planting, 
erary Digest, May 22, 1920, — 
U. S. Forest Reserve. Out- 
look, Jan. 26, 1 92 1. 



Do people here use much gas ? Why 
is gasolene not very extensively used 
as fuel? Is kerosene an economical 
fuel? Why is it ever used? 

Which is the most easily trans^ 
ported : — Coal, wood or gas ? 

Why is coal used more in one part 
of the country than another? Wood? 
Gas? 

Is there much loss in the transpor- 
tation of these fuels? Is there much 
wood transported for fuel? What is 
the chief use of wood? 

Is there any need to conserve the 
fuel? 

How can we help conserve the coal? 
Is there ever more coal or gas burned 
than is necessary? 

Do we need to conserve our wood 
supply? Are there many forests? 
Where are they located? What causes 
a loss in our forests? Do you know 
what is being done to prevent forest 
fires? What is the U. S. doing in the 
way of reforesting our country? How 
can the boys and girls help in this 
work? 



Subject Matter Procedure 

Literature of the American 
Society for Thrift may be ob- 
tained free from the Society — 
Straus Building, Chicago. 

Stories of Thrift for Young 
Americans may be obtained 
from Scribner's, N. Y. 

Book: Thrift and Conserva- 
tion by Chamberlain. O. T. R. 
C, 1920-1921-. 



GETTING RID OF THE HOUSE FLY 

Section A — 15 min. 
I. Characteristics of the fly. 

a — Life stages — Explain in a simple manner the life history to 
the pupils, showing them the harmful period. 
II. Where found. 

a — Have pupils tell of the different places where they have seen 

flies and at what time of the year, 
b — Possibilities of distributing disease, 
c - — Do any of the pupils know of any special cases where flies 

have carried some disease? 
d — Show them the fact that their harmful traits have not been 
recognized by most people. 
III. Harm done by them. 

a — Emphasize individual diseases caused by flies. Show how 

they check the producing value of a cow. 
b — How do flies bother meat, sweets and fruits ? 
c — Do you like to eat foods that the flies have been living upon ? 

Why? 
d — What do you suppose should be done with this kind of ma- 
terial? It must be thrown out. 
Section B — 15 min. 
I. How prevent flies breeding. 

a — Should manure piles, garbage cans, chicken yards, soiled papers, 
food containers, etc., exist? Why? What should be done with 
them ? 
b — What effect does cleanliness have upon flies spreading? 
II. Extermination. 

a — "Swat the fly." Bring out why this might be a filthy method, 
b — Fly paper and poisons and their advantages and disadvantages, 
c — Fly traps — the surest and cleanest way. 



Centipede — what is it ? Bring one to class, if possible, and 

see what will happen if some flies are given to it. Are they 

of any benefit? 

- The toad — as a fly eater. 

a — If any of the children have a pet toad or can find one let 
them bring it to school and place it in an aquarium, then 
have them bring all sorts of flies and let the class count 
the number it requires for a dinner. Then teach them the 
value of a toad and to protect instead of killing it. 



THRIFT 

GEOGRAPHY 



I. AIM 

To teach the pupils of the sixth grade thrift as applied to the con- 
servation of forests. 

II. PREPARATION 

In the United States there are 550,000,000 acres of forest. 

Where are the largest forests of the world? 

What are the climatic conditions favorable for their growth? 

What were the earliest uses of lumber in our country? What are 
the present uses? 

How long do you think our forests would last if no new trees 
were planted in place of the ones removed? 

III. PRESENTATION 

The average age of the forest trees being cut is probably 150 years 
so it is very evident we must conserve while our forest wealth is yet great. 

We should use great care, when we build a fire in the woods, be- 
cause of the danger of the entire woods catching on fire. If every one 
would be more faithful in the performance of this simple duty the loss 
as a result of fires would be greatly reduced. 

Another way to preserve the forest is by saving newspapers. 
Trimmings from trees on the farm should be used as fuel. 

If a tree were planted to replace the one removed, our forest supply 
would never be exhausted. 

Name as many more ways as you can to conserve the forests. . 

Tell how the trees check erosion and thus are a benefit to agriculture. 

Of what use is the bark? 

IV. COMPARISON 

I low dues the conservation of forests in the United States compare 
with that of the foreign countries? 



\. GENERALIZATION 

Our forests were, and yet are,- very extensive, and the average 
person sees no occasion for alarm. 

VI. APPLICATION 

But as great as our wealth of forest is, it is diminishing very 
rapidly, in fact too rapidly for the good of all. 



ARITHMETIC 
For Sixth Grade 

Aim: Saving time, work and material is a motive for cancellation. 

THE STEP-BY-STEP WAY 

i. Divide: 

25 X 72 by 15. 

(a) 
25 
7^ 

50 
175 

1800 

120 = Ans. 



15)1800 
15 



30 
30 



THE CANCELLATION WAY 





5 24 
25 X7 2 




15 


I. 


3 

Which is the shorter method? 


_> 

3- 


Which way saves time? 
Which wav saves work? 


4- 


Which way saves paper? 



78 

Definition of Thrift: Thrift is saving time, work, money and 
material. 

Show thrift in working these problems. 

Divide : 

i. 25 X 7 2 X 64 by 40. 

2. 69 X 45 X 27 by 45 X 9- 

3. 72 X 48 X 84 X 28 by 24 X 48 X 14. 

4. 148 X 64 X 57 X 12 by 114 X 31 X 4& 

5. 180 X 216 X 120 X 98 by 45 X 60 X 105. 

6. By selling butter at 60c per pound a woman receives enough 
money to buy 6 pounds of coffee at 40c per pound. Now how many 
pounds of butter does she sell ? 

7. A man worked 16 days of 8 hours each at 60c per hour and 
spent the money he received for potatoes at $1.50 per bushel. How many 
bushels of potatoes did he buy? 

8. When 64 men require 75 days to lay a sidewalk, how many days 
would 140 men require to do the same work? 

9. At the rate of $75 profit a month when 12 men are employed, 
what is the monthly profit if 56 men are employed? 

10. How deep must a bin 18 feet long and 12 feet wide be to 
contain the same quantity of grain as a bin 16 feet wide, 2j feet long 
and 7 feet deep? 



SEVENTH AND EIGHTH GRADES 

(79) 



THRIFT 

against insects and plain diseases. 
To impress upon the children the importance of 

To learn why spraying pays. 
Motivation: The presence of insects in the child's apple which he 



Spraying plant! 
Teacher's Aim 
.praying. 

Pupil's Ami: 



brought for his lunch. 



Facts 
i . The Coddling Moth. 

2. The adult moth is about 
one-half inch in length and so 
colored as to resemble closely 
the grayish bark on which it 
prefers to rest. 

3. Eggs are laid on the up- 
per side of the leaves, rarely 
on the young fruit. The larvae 
feed for a short time on the 
foliage then make their way to 
the nearest apple. The pupa 
forms after the larva emerges 
from the apple in June or July. 

5. The larva stage. 

6. The larvae eat their way 
to the core of the apple, 
usually through the blossom 
end, and feed upon the pulp 
around it. 

References 

Pennsylvania State College 
Agriculture Experiment Sta- 
tion, Bulletin No. 10. 

Ohio Agriculture Experi- 
ment Station Bulletin, Vol. 5, 
No. 3, March, 1920. 

U. S. Department of Agri- 
culture — Coddling Moth 
Spraying. Bulletin No. 80. 



Method 

1 What insect destroys $12,000,000 
worth of apples annually? 

2. Describe the appearance of the 
adult moth ? 

3. Give the life history of the moth. 

4. Find as many cocoons as possible 
where your winter apples are stored. 

5. In what stage of the life history 
of the moth does it damage the apples? 

6. How does the moth feed upon 
the apples ? 

7. When do we spray for the 
moth ? 

8. What mixture should be used 
when spraying for this insect? 



6 T. B. 



81 



82 



THRIFT 

DOMESTIC SCIENCE 
"Martha Jane's Experience" 

Martha Jane had never liked housework. From the time she was 
big enough to help around the house, she had hated it. When she 
w y ashed dishes, she always broke a cup or something. If she prepared 
a meal, she wasted food and spent much time preparing it. Her mother 
tried to teach her how to work without wasting but it was of no use. 
She did not take any interest in her mother's teachings. 

When Martha Jane was ready to enter High School, her mother be- 
came very sick. The doctor said it would be a couple of years before she 
would be able to do any work. They hired a girl but w T ith the doctor's 
bills and other expenses, her father could hardly make his wages pay 
them all. The hired girl had two nights a week off. One night when 
she was away, Martha Jane and her father were washing the dishes, 
when Martha Jane said, "Daddy, why couldn't we do our work if we 
had our washings and ironings done? Aunt Marie takes care of 
Mother and she does some of the work, so why can't I help so we won't 
have to hire a girl?" They talked it over and decided in Martha Jane's 
favor. 

School was to start in a few weeks. Martha Jane tried hard to do 
things right and also save food and money, and tried to do her work in 
the shortest time possible and do it well. But things did not go on 
very well. Although she tried very hard to save, it seemed she spent 
more than she should. 

School opened and Martha Jane went. She had decided to take 
Domestic Science long before school opened. Martha Jane had been 
keeping household accounts. After she had been in school six weeks, 
she saved five dollars and twenty-three cents in one month. Encouraged 
by this, she took still more interest in her Domestic Science course. 

Martha Jane's father noticed the great change in Martha, and spoke 
to her about it, asking what had happened that had changed her gloomy 
look to smiles. She brought out her mother's and her own account 
book, and let her father look at them. What her father saw pleased 
him very much. Martha was now running the house and was not 
spending as much money as her mother had. She did the work before 
and after school and still had time left for studying and other things. 
Her father asked her how she had done it and she said, "I owe it all 
to my Domestic Science teacher. After school started I told her how 
wasteful I was and she told me that she would help me in class all she 
could. I tried hard to save all the pennies I could and I have succeeded. 
I could have done this sooner, had I listened to Mother. And Dad, if 
you ever hear of a girl who does not like housework, tell her my story 
and ask her to take Domestic Science." 



83 



A LESSON PLAN FOR AN ELEMENTARY NATURE STUDY 

LESSON 

Teacher's Aim: To teach the process of evaporation and condensa- 
tion of H 2 0, as the "economy' 'or ''thrift" of nature. 

Pupil's Aim: Let us learn how the sun pumps the ocean up into 
the sky and with the wind's help brings rain, hail, snow, etc., back to us 



again without waste. 



PREPARATION 

Subject Matter 
I . Water — A Constituent of 
the earth, 
i . Occupies 
i . Oceans 

2. Lakes 

3. Rivers 

4 . Land 

5. Plants 

6. Animals 



Method 
What is the other thing besides land 
that our world is made of? 

Where do we find large quantities of 
water which we can see? 



Where is there water 
not see? 



which we can 



2. Forms of water 
1 . Liquid 

1 . Water bodies 

2. Rain 

3. Dew 



Vapor 

Gas 

1 . Steam 



Clouds 



3- Fog 

Solid or 
Water 

1. Frost 

2. Snow 

3. Hail 

4. Ice 



or Water 



Frozen 



Is water always found in liquid 
form ? 

What form of water is found in the 
ocean? In a lake? In a bucket? 

What do we call water that comes 
from a thunder shower? On the 
ground when we go out early in the 
morning? 

Name another common form of 
water. 

What do we call water which passes 
off from mother's tea-kettle, when it 
boils ? 

Now, when this steam from mother's 
tea-kettle goes way up into the sky and 
floats around up there, what do we 
call it? 

When a cloud comes down to the 
earth's surface, it is called — what? 

What is the other form in which we 
find water? 

Name the different kinds of frozen 
water. 



*4 
PRESENTATION 

Method 
II, Evaporation of How many boys and girls here have 

- • seen air-shies ? 

The clouds are big air-ships made 
up of little bits of water on tin}- spe 
of 
i. Process en as the air-ships come from the 

earth, so the particles of water which 
make up the clouds, come from the 
earth, 
i. siir- at do you suppose makes the 

:er ier go up? 

The sun steals it! He pulls it up 
like a large pump! Little specks of 
water fly up toward the sun. 

ere does the sun get this water? 
ceans, lakes, rivers, land, plants, 
and animals 

The sun drinks like a thirsty fish. 
: .; s : : ^ : : : :; : Illustrations : 

i . Handkerchief Dry a wet handkerchief. 

2. Pan of water (b) Set shallow pan of water in 

III. Condensation of Vapor Can anyone tell me what the sun 

i. Proc ess does w^ith this water gas? Does he al- 
i . Changing : way s give it back where he got it? 

spor to liquid What do the cloud air-ships use for 
means of reduced gasolene to motor them from one place 

temperature :■:■ ar.or/.er ? 7::e v.'ir.i Whs:".::': 

2. Forms happen to you boys and girls and to 

i . Rain the plants and animals if the sun should 

2 . Hail give all the water back to the ocean? 

Snow Name the ways the sun loses the 

_. For .:er it steals. 

5. Dew Rain, hail. snow% fog, dew, and 

6. Frc-: Frost 

Simple Explanation, of Each by Teacher 

the vapor up in the sky comes to a layer of cold air, its 
particles hug tight together, and come down in drops called — 

But if these drops are caught by a current of wind and whisked 
into the sky, they freeze. This frozen drop of water is a little ice 



ball. The little ball of ice strikes a drop of water. This freezes onto 
the ice ball and make- another layer of ice. Other drops freeze on and 
make other layers of ice until sometimes ice balls as large as walnut 
fall to the ground. If you take a knife and cut one of these ice balls 
open you will see layers just like the layers in a pearl! What are these 
ice balls called? (Hail stones. | 

All of you have seen pop-corn explode, haven't you? The Indians 
called pop-corn the corn that flowers. So snowflakes are raindrops that 
blossom. When the raindrops get cold they sometimes explode like 
little fire-crackers; and form snowflakes. 

We talked about the clouds being air-ships. When the clouds are 
so heavy that they stay on the earth's surface, they are like air-ships 
on the ground. But when the wind (the gasoline) comes, the clouds 
sail away like air-ships. What are clouds found on the ground called? 
(Fog.) ' 

When old Father Sun sets in the evening, Mother Earth gets cold; 
much colder than the air above her. This causes little particles of water 
gas to hug together and fasten on the ground, bushes, grass and other 
objects. Such water drops are called dew. 

Sometimes Jack Frost comes along and paints the dewdrops with 
his magic brush. His cold breath freezes them. These frozen dewdrops 
are called what? (Frost.) 

GENERALIZATION 

Can you pupils see how the sun and earth make thrifty use of 
water? The sun does not waste any of the water it steals. The earth 
needs all the water it gets back. 

application 
If the earth and the sun can not afford to waste anything, can we 
boys and girls, mere earthly creatures, afford to waste anything? Let's 
save our pennies and put them in savings banks. These small savings are 
little drops of water that in time will make oceans of wealth ! 

Note: Auxiliary questions to be introduced where needed. 



COMMUNITY THRIFT 

PREPARATION 

Teacher's Aim: To show that the preservation of public property 
is a saving of money for the individual. 

Pupil's Aim: To learn economy in public affairs. 

Subject Matter Method 

Length of time seats ha>d been Story of school which was obliged to 
used. get new furniture. 

Cost of new seats. 



86 



Subject Matter 
Carelessness of pupils. 

>st of repairing park 
benches in New York City. 
:oo.) 
Attitude of children. 



Lack of responsibility. 

Government. 

Taxation. 

Relation of public expense to 
taxation. 



Our tax rates increased. 



PRESENTATION 

Method 

Why do you suppose it was neces- 
sary to get new seats? 

Have you noticed other injuries to 
public property such as park benches, 
etc. 

Do you suppose children who injure 
public property would injure their 
home furniture? Why not? 

Why are people so careless of public 
property ? 

Who provides schools., libraries, 
parks, etc. ? 

How is this money obtained for pub- 
lic improvements? 

How are tax rates determined? 

If in one year a township is obliged 
to replace thirty seats, in each of ten 
school houses, each seat costing $8. 
how much will public expenses be in- 
creased? 

APPLICATION 

Whose money are we wasting when 
we destroy public property? 

Name some way in which we may 
practice community thrift, thus saving 
money for other things by lowering 
our taxes. 



LESSON PLAN FOR THRIFT 
Suitable for Seventh and Eighth Grades 

Subject: Home Account and Budget System. 

Aim: To give children a reason for having Home Accounts and 
Home Budget. 

PREPARATION 

Subject Matter 
Motivation Storv. 



Home Account System. 



Mrs. White was saying that she 
thought it would be wise if they would 
or could have an expense account for 
their home ; for if they did they would 
know just how much they would spend 
in one year whereas now they had not 
the slightest idea of the amount they 
were spending. 



87 

Subject Matter 

Mr. White agreed to this and so the 
expense account was started at the be- 
ginning of the year. And after one 
year had elapsed they added all their 
expenses and found the amount to be a 
great deal more than they expected. 
But they could see just what every cent 
was spent for and where it went. 
Procedure: It surprised them very much to find 

that they were spending so much more 
The Budget System. for luxuries than they had believed, so 

they decided to do without some of 
them the next year and try to buy things 
which would be more beneficial to 
them. They also adopted the budget 
system. 

Who can tell us what the budget 
system is? 

Answer: The budget system is hav- 
ing a certain portion of money put 
away for certain things and not allow- 
ing more than this amount to be spent 
for those things. 

For example: I put twenty-five dol- 
lars in the bank for shoes for one year; 
I must not spend more than this amount 
for shoes or I will not be using the 
budget system. 

I deposit ten dollars for magazines 
for one year and I find that I would 
like to have a few more magazines but 
I know that I cannot take them because 
I have not enough money put away for 
them. 

I also put aside a certain part or 
per cent of my income in a Savings 
Bank for future needs, which I must 
not use for current expenses. 

Mr. and Mrs. White tried this plan 
and found that they had a much larger 
amount left at the close of the year. 



S8 



Subject Matter 
Generalization : 



Application 



How man\- have home accounts and 
a budget system? How many would 
like to start one ? 

If you ever had one did you find 
that you saved more as a result of its 
use ? Did you find that money was 
spent for tilings of which you had no 
idea? 

To start a budget and expense ac- 
count have each pupil construct a book 
for their own use in making a budget. 
Suggest what belongs in it. Show 
them how to start it and then about 
once or twice a month see how they are 
progressing. 



LESSON PLAN ON THRIFT 
Suitable for Grammar Grades 

Teacher's Aim: To encourage home thrift by means of fire in- 
surance. 

Preparation: Mr. Jones' house burned last month with a loss of 
$8,000. He had no insurance. 



Subject Matter 
Cost of fire insurance. 



Comparison. 



( Teneralization 



PRESENTATION 

Method of Procedure 

How many of your parents have 
vour homes insured against loss by 
fire? 

Is it very expensive? 

Have pupils learn the cost of fire 
insurance on each $100 value per year 
in your own community. 

Which would cost the more ; to re- 
build a house which had been valued at 
S5.000. or to pay insurance for 20 years 
on that house? Calculate the cost of 
the insurance on the house at your 
own community rate. 

What is the estimate of the class as 
to the thriftiness of Mr. Jones? 



89 

Subject Matter Method <>l Procedure 

Application: ts your house insured? If so what 

is if costing to keep Up this insurance? 
Compare tine risk of non-insurance 
and the cost of insurance. 

Suggestion for lesson plan on the same order: Personal Property 
Insurance. Chemical Fire Extinguishers. 



LESSON PLAN 

Topic: Thrift in Community affairs. 

Aim: To show how our own locality may be made thrifty. 

PREPARATION 

We have found many ways by which we can apply the principle 
of thrift to the benefit of individuals. 

Should we think of thrift as being applicable to an entire com- 
munity ? Have you ever noticed any instances of waste in a community ? 
(Answers should bring forth the subjects of bad roads, mud holes, poor 
bridges and ungraded roads or improperly located roads, which cause 
loss of time and power and increase wear on vehicles or conveyances 
of all kinds.) 

Discussion of loss due to above conditions should bring out time 
value for each person crossing the defective place in the road, total 
time value for one person in a month, for all travelers (number esti- 
mated) crossing the road defect. 

Calculate the cost of correcting the defect. Compare cost of repair 
work with loss of time, power, and wear on vehicles. How much is the 
community losing monthly from bad roads? Yearly? 

Correlate with civics and discuss method of bringing about repair 
of road; individual or public repair of small defects before they become 
larger and more expensive to repair. 



THRIFT AND CONSERVATION FOR SEVENTH AND EIGHTH 

GRADES 

LESSON PLAN 
To Correlate with Agriculture 

Subject Matter Method of Procedure 

I. The abundance of cheap I. Why have Americans been 

and fertile land has led wasteful of soil ? 

to wasteful methods in 
agriculture. 



90 



Subject Matter 
II. The protection of the 
soil is a matter of great 
importance because, 
directly or indirectly, 
we obtain our food sup- 
ply from it. We should 
use the soil with the 
greatest care and give 
back to it, that which 
we use up in producing 
a crop. 



Method of Procedure 
II. Why should we strive to keep 
our soil productive? 



III. Wasteful methods : 

a — Washing away of 

soil by streams, 
b — Erosion of hillsides, 
c — Idle fence corners, 
d — Exhaustion of plant 

food. 
e — Non-utilization of 

arid regions. 
f — Allowing swampy 

land to remain un- 

drained. 



III. Name some causes of our land 
being unproductive in certain 
regions. 



IV. The washing away of 
the soil can be pre- 
vented by vegetation on 
the land. Trees check 
erosion. As steep 
slopes erode faster than 
gentler ones, they 
should not be culti- 
vated, but forested. 

Dams placed along 
rivers prevent erosion 
also. 



IV. Xame some ways to prevent 
erosion. 



The food supply de- 
pends upon: 
a — Density of popula- 
lation. 



Y. What does the food supply de- 
pend upon? 



91 



Subject Matter 

b — Per cent of people 
engaged in agricul- 
ture. 

c — Percentage of land 
tilled. 



Method of Procedure 



VI. Per cent of land tilled 
in 1850 was slight, but 
increased to 46% in 
1910. 

90% of corn belt was 
in farms. 

The average size of 
farm in 1910 was 138 
acres and 75 acres were 
improved. 



VI. I low fast has our 
improved ? 



laud been 



VI I. a — Utilization of vacant 
lots, 
b — School gardens. 



VII. How can pupils help to increase 
production ? 



VIII. Development of irriga- 
tion. There was form- 
erly in our country 
what was known as the 
Great American Desert. 
Through analyzing the 
soil of this desert, it 
was found to be very 
fertile and only lacked 
moisture. This was 
provided by irrigation 
and the desert made 
productive. 



VIII. How has the arid land been in- 
creased in productivity? 



IX. Allowing the land to 
remain uncultivated or 
not getting the greatest 
returns possible, affects 
the city man as well as 
the farmer. It makes 
scarcity of food. 



IX. Is the city man affected by the 
non-production of food sup- 
plies ? 



Subject Matter Method of Procedure 

X. Quotation: X. Give a quotation on thrift. 

"Plow deep while slug- 
gards sleep 

And you'll have corn to 
sell and to keep. 
— B e 7 ij a i ni) i Franklin. 



THRIFT TOPICS 

Have "Minute Men" give short talks on topics given out by the 
teacher. 

Have open discussion by all the pupils on the topics reported on. 
Such topics as the following may be used : 
i. Is there thrift in laziness? 

2. What one dollar today may mean in ten years. 

3. What five dollars spent wisely today may mean to our fellow 
men in twenty years. (In blotting out the use of cigarettes, tobacco or 
any narcotic, or as a gift to some institution, etc.) 

4. Why attending school is a wise investment of time. 
;. Cost of carelessness. 



SAVING IN FUEL 

Teacher's Aim: How to conserve fuel in heating houses in the 
winter time. 

Pupil's Aim: To learn how to save fuel. 
Subject Matter: Bulletins. 

PROCEDURE 

1 1 ) A\ nat is the average temperature in your living room ? 

(2 ) How do you keep the temperature at that degree? 

(3) If there were cracks between the sashes of windows and under 
the doors how would this detract from the heat of the room? 

(4) If you have a bedroom that you seldom use. how can you con- 
serve heat in this respect? 

1 5 I How would you care for your furnace in the summer time ? 
Why? 

(6) Why is it necessary to keep the chimney free from soot? 

1 7) How would you build a fire to conserve fuel? 

(8) How would you attend to the fire every day to conserve fuel? 

1 9) Why should you not burn soft coal in a hard coal furnace?. 

1, 10) And why should we not use hard coal in a soft coal furnace ? 

(11) Why does painting the radiators conserve heat? 

Note: — State Department of Education published a bulletin on "Use 
and Conservation of National Gas", which may be obtained for the asking. 



[ J3 



PAPER MAKING 

Amir: Conservation of material and money. Correlated with In- 
dustrial Arts. 

Special Aim: Teaching conservation of paper through paper 
making. 

Process: Cut linen cloth into small squares and pull apart into 
thread^. Cut with scissors as tine as possible. 

Next place in kettle with two or three sticks of caustic soda in 
solution with water. 

Boil for two or three hours. Wash thoroughly under running water 
by placing in flour sifter with a small piece of Ivory soap. 

Place pulp in a bowl of water which contains a small amount of 
starch. If desired add a little dye in this sizing. 

*Dip the larger part of the mold in this pulp, covering the wire 
screen with a thin layer of pulp. Press between parts of mold and turn 
pulp on a cloth. - 

Cover with a cloth and run through a clothes-wringer. 

With a spoon, pour over the entire surface a sizing made by dis- 
solving gelatine in boiling water. 

Cover with cloth again, run through wringer and with cloth still 
covering, iron with a hot iron. 



GRADE SEVEN OR EIGHT 
Thrift Correlated with Oral English 

Teacher's Aim: From Thrift view-point: To cause pupils to see 
that wasting time of others and property of the public is wrong, as well 
as to see how they may take better care of their own possessions. 

From English view-point: To teach pupils to plan talks carefully, 
and to speak with ease and clearness. 

Pupils' Problem: To give thoughts worth while to the class. 

METHOD. 

Have each student come prepared to give a one-minute talk on one 
of the following subjects: 

i. How I can take better care of my school books. 

2. How I can make good use of my time in school. 

3. How r I can be more saving of paper. 

4. How I can be more saving of pencils. 

5. Why I should not waste chalk. (Public property.) 

6. How I may waste the time of my schoolmates. 



Wll 



* The mold is made by making two small frames of wood, one of which 
lit inside the other, and covering;- bottom of each with very fine copper screening. 



94 

APPLICATION 

This is in the talks themselves 

There will be also a discussion in regard to the preparedness of 
each speaker. If any has been poorly prepared it will be remarked that 
he has wasted time of others who were there to hear him. 



ARITHMETIC LESSON 

Aim: To teach thrift through an arithmetic lesson. 

Procedure: A rail fence occupies a strip of ground 6 ft. wide. 
The field cannot be cultivated closer than 2 ft. from the fence. If this 
fence is 60 rds. long and divides the field into two parts, how much 
ground cannot be cultivated? 

Questions on Problem: How much would be gained if the fence 
were wire? (The ground cannot be cultivated closer than 2 ft. from 
the wire fence.) 

Would you consider a wire fence a profitable investment? 

Would a wire fence be an advantage or a disadvantage? 

Conclusions: What conclusions do you draw from this? A wire 
fence is a profitable investment for more ground can be cultivated. 



FOODS AND SUBSTITUTES 
Seventh and Eighth Grades 

Teacher's Aim: To teach the value of food and the use of substi- 
tutes and economy in cooking. 

Preparation: Have the children read articles on food in various 
books and magazines. 

Children's Aim: To learn the best uses of food, not only for their 
individual benefit but for the betterment of society. 

Material Method 

I. a. (1) Protein. I. a. What are the necessary foods 

(2) Fats of the body? 

(3) Carbohydrates 

(4) Water 

(5) Mineral matter. 

b. They are taught in b. By what means do people 

public schools, in learn these things? 

homes by the 
mothers ; some com- 
munities have Home 
Economics clubs to 
help young house- 
wives. 



95 



II. 



a. 



Material 

( i ) It is neces- 
sary to plan meals to 
obtain the required 
food values because 
if the meals are not 
planned one might 
serve a meal consist- 
ing of fats and car- 
bohydrates, omitting 
other food values. 

(2) Plan meals 
for a week, using the 
food values in an 
economical way. 

(3) Each food 
value has a special 
purpose in nourish- 
ing the body. Plan 
breakfast for three 
days for a school child 
giving him the best 
nourishment. The 
child who has Cream 
of Wheat and milk is 
stronger mentally and 
physically than the 
child who has bread 
and coffee because the 
cereals and milk con- 
tain building material 
for the growing child. 
(1) Milk and eggs 

can be used in dishes 
to take the place of 
meats. 

(2) Foods taken 
from the sea lessen 
the demands upon the 
soil. 

(3) Vegetables 
may be used in place 
of fruits. 

(4) Oatmeal in- 
stead of wheat. 



Method 

Why is it necessary to plan 
meals to obtain the required 
food values? 



II. a. What are the substitutes for 
expensive foods? 



96 



Material 

b. Difference in dried 
and fresh fruits is: — 
that one pound of 
dried fruit equals six 
pounds fresh fruit. 
By knowing these re- 
lations one can plan 
her dishes so there 
will be no waste. 

III. Kinds of waste:' — 
a. Throwing away. 

1). Preparing too much. 

c. Preparing unsuitable 
foods. 

d. Burning — allowing 
to spoil. 

IV. (i ) By reading the labels, 

checking up weights 
and measures. 

( 2) Knowing when it is 
more economical to 
buy in bulk rather 
than in package. 

( 3 ) Know when to buy in 
quantity and when in 
small amounts. 

(4) Compare the cost of 
buying bread and 
making it. 

V. Learn to use the vege- 
tables and fruits that 
can be obtained at a 
lower price at the time 
of ripening. 



Method 
Why should the difference in 
dried and fresh fruits be 
known ? 



ILL What are the kinds of waste? 



IV. How can a housekeeper become 
an expert in buying? 



How can the now of food be 
regulated between country and 
cities ? 



THRIFT IN FUEL 
Grades Seven and Eight 

Teachers Aim: To inspire the spirit of thrift in the pupil. 



I. 

II. Pupil's Aim 
ITT. Motivation; 



To learn to save. 
The making and saving of money. 



97 



Facts. 

1. Open the damper in ash- 1 
pit in kindling tire, or when you 
want to brighten the fire. Close 

it when fire is burning well. 

2. Close (2') when starting 
a rire. If tire burns too rapidly, 
open a little. 

3. As soon as fire is burning 
well close (3'). 

4. (4') should be kept closed 
except when fire is banked. 

5. It fire is burning too hard 
close (5'). To heat oven (5') 
should be closed also. 

6. (No. 2) To keep range 
clean, keep the ash pan emptied 
and soot cleaned out. 

7. (No. 3) To make a fire 
in coal range, close all dampers 
of the stove, and shake the fire 
box to free it from ashes, dust, 
and clinkers. 

References. 

1. "Thrift in the use of Fuel 
for Cooking. — Bulletin United 
states Department of Agricul- 
ture. 

2. "Saving Fuel in Heating." 
Bulletin — U. S. Department of 
Agriculture. 

3. Kinne and Cooley's 
"Foods and Household Man- 
agement." Chap. III. 

4. Lippincott's "Home Man- 
uals." Edited by B. R. An- 
drews, Ph. D., Chap. III. "Con- 
servation of Natural Gas." 
Dept. of Public Instruction, Co- 
lumbus. 



Conservation of 
A. Cooking. 



fuel. 



B. 



1 . Management of fires 
a. Dampers. 

i'. Ash-pit. 
2'. Over fire. 
3'. Oven damper. 
4'. Check draft. 
5'. Stovepipe dam- 
per. 

2. Keep range clean. 

a. How to keep it clean. 

b. Results. 

3. Make fires right way. 
a. Method. 

4. Banking fire, 
a. Results. 

Heating : 
1 



Care of heater. 

a. Soot and ashes. 

b . Leaks. 

c. Dangers. 

d. Summer storage. 

2. Building of fire. 
a. Method. 

3. Care of fire. 

a. Ash-pits. 

b. Grates. 

c . Firepot. 

d. Directions for use of 
soft coal. 

4. Heating systems. 

a. Hot-air heaters. 

b. Hot- water heaters. 

c. Steam heaters. 
C. Special methods. 

1 . Cooking. 



a. 

b. 
c. 
d. 
e. 



Gas. 

Kerosene. 

Gasolene. 

Alcohol. 

Electricity. 



9 8 



D. Suggestions : 

1 . Coal and wood tires. 

2. Gas and coal stoves. 



ARITHMETIC 

If by saving one slice of bread each week, the entire amount saved 
by every man, woman and child in the United States amounts to 
5,000,000 loaves, how many loaves will be saved in one year? 

How many poor families could be fed for one year on this amount 
allowing 2^ loaves per day for each family. 



Grade Seventh and Eighth 

Have pupils get average of amount of grain produced on soil to 
which no fertilizer has been added but on which a great deal of work 
has been done. On the other hand have them take a" field which has 
been properly fertilized and see the difference. It will be found that the 
difference will much more than repay the price paid for the fertilizer 
besides leaving the soil in better condition. 

Difference in intensive and extensive farming may be shown and 
which really pays. 



THRIFT 

CITIZENSHIP 

I. Aim: To present the subject of thrift, as a means of develop- 
ing good citizenship. 

II. PREPARATION 

What is a citizen ? What is meant by citizenship ? — There are many 
phases of citizenship, which when combined, constitute good citizenship. 
Can you name some of these? One important phase of good citizenship 
is economy and thrift. — It is that phase of citizenship which we are 
going to study today. — 

. III. PRESENTATION 

We think of thrift, generally, as applying only to saving money. 
This is, in a broader sense, not true because saving of time and materials 
are also very necessary to good citizenship. We can not be good citizens 
if we waste time, which could be used so profitably to benefit ourselves 
or others, neither can we afford to waste natural resources and materials, 
which although they may belong to us, belong in a broader sense, to our 
nation. Do you need economy in your home? What does the word 
econonry mean ? What do you do to be economical ? — Whether our 



99 

families are wealthy or not we should cultivate the habit of economy. 
Jt is not fair to others, who are not in such comfortable circumstances, 
for us to waste money and materials. How can you make your hair- 
ribbons last" J low can you keep your dresses looking neat? How can 
you keep your shoes in shape? What can you do to keep your home 
looking neat? How can you help to keep the furniture in good order? 
Do you try to make the younger children economical? How do you, do it? 
If we learn to practice thrift and economy in our every day life 
and it we establish these habits during youth, we will easily and naturally 
apply them in our later life, thereby becoming good citizens and a 
blessing to our fellowmen. 

IV. COMPARISON 

Have you ever noticed the condition of a home in which thrift is 
not practiced? What is the appearance of the home? Of the children? 
What is the attitude of the father and mother toward life and toward 
their duties as citizens ? 

V. GENERALIZATION 

There are several "don'ts", which if observed will add greatly to the 
strength of the citizenship of individuals. 

i — Do not waste materials, paper, cloth, wood, etc. 

2 — Do not waste food, clothing, toys, etc. 

3 — Do not waste time. 

4 — Do not w r aste money. 
Some general thrift methods. 

i — Conservation of energy. 

2 — Use system. 

3 — Sanitation. 

4 — Medical science. 

5 — Guard spending nation's money. 

6 — Guard natural resources. 

7 — Guard life. 

8 — Prepare for "Rainy Day". 

9 — Utilize waste products, 
io — Budget system. 

VI. APPLICATION 

There are many ways of making practical applications of lessons 
in thrift as applied to citizenship. The establishing of a school banking 
system is one of the best. Lessons in saving time can be studied and put 
into practical use by using short methods in our teaching whenever 
possible, by stimulating rapid and accurate thinking among the pupils 
by drill work and "rapid fire" questions, — by not allowing details of the 
work to shut out important truths, — by teaching punctuality and sys- 
tematic methods. 

Lessons in saving materials are those relating to care of desks, 



IOO 

books, pencils, etc. — Manual training classes must be taught to conserve 
small pieces of wood for later use, and Industrial Arts must be taught 
to preserve and care for their materials, brushes, paints, drawing paper, 
etc., in such a manner that the greatest possible use and benefit come 
from them. 



DEVELOPMENT OF A LESSON PLAN ON THRIFT 

Keeping in mind the conservation of time, material, and money, 
correlating the lesson with geography, agriculture, language and arith- 
metic. 

Subject — Forestry. 

A. Location of forests in U. S. and other countries. 

B. Value of forests. — As one of the greatest natural resources 
and wealth. 

a. Use in fencing, building material and its use in ti as- 

portation. 

b. Benefit. Preservation of soil. Who receives the bene- 
fit? How? 

c. Wind breaks and protection against hot winds. 

C. Planting of trees. 

d. Make permanent use of forest. 

e. Cut trees in such a way that young trees will not be 

disturbed. 

f. Bring out the importance of the cultivation of forests. 

D. Production. 

g. Difference between the production of forests now. and 
what might be produced through care. 

h. Discuss the loss to this country on account of careless- 
ness and wasteful methods of cutting. 

E. Problem for Arithmetic Work. 

A certain kind of pine tree produces three logs, containing 
10, 24, and 44 cu. ft. respectively. Assuming that from 
each cu. ft. seven board feet are secured and that 
that certain kind of lumber is worth $6 per M on the 
stump, how much is the tree worth? 

H. Have the pupils write a composition on "Forestry as a 
Source of Wealth." 

I. Discuss conservation of forests in promotion of our wel- 
fare, also the value in other industries. 



IOI 



THE SCIENCE OF SAVING 

The man without money — at least a few hundred dollars — is not; 
likely to be regarded as of great consequence by his fellows. Money is 
not everything, nor even the thing to be most desired. Good health 
and good character are more to be desired than great riches. But 
money bears a close relation to almost everything worth while. The 
man without money may be ever so brilliant and talented, but if he has 
no money or some sort of property worth money, he is almost sure to 
be regarded as weak or eccentric — with a screw loose somewhere, as 
the saying goes. 

The accumulation of money by saving is a science. "When any de- 
partment of knowledge or activity has been so thoroughly studied and. 
analyzed that definite principles can be laid down, then that knowledge 
becomes a science." 

The ability to make money and the knowing how best to save it 
are two very distinct propositions. Many very capable men make money 
easily enough and rapidly enough, but somehow seem never to make 
much headway in saving. On the other hand, it is not a very rare 
thing to see a man, much less talented than his neighbors, soon grow 
to be a man of affairs almost through the single ability to save. Saving, 
then, is the thing that counts most in the matter under consideration, and 
it is to this subject that we now turn our attention. 

Life insurance people tell us that not more than three men in a 
hundred are worth a thousand dollars and more. All the other ninety- 
seven are worth from a little less than a thousand dollars down to 
nothing. What a sad commentary on the thrift and prudence of the 
men of this land of great opportunity ! 

Interest tables show that comparatively small sums saved regularly, 
drawing 3% compound interest, will soon grow to a thousand dollars. 
The sum of $15.24 a month, deposited regularly, and drawing 3% 
compound interest will amount to $1,000 in five years. $7.06 deposited 
each month will reach the same result in ten years ; $4.35 in fifteen 
years. 

Almost any man would feel ashamed to admit that he couldn't save 
five or six dollars a month. 

If a young man of twenty should begin to make deposits of $15 a 
month, leaving it year after year to grow at 3%, shortly after his sixtieth 
birthday he could draw out $13,979.34. 

Now, think awhile. How many men do you know who can go to 
the bank and draw out $14,000? There are very, very few. 

The habit of systematic saving does more than build up a bank 
account. It builds character and credit. These multiply one's capital 
many times. 



102 

The young man who is known to be thrifty and saving, and who 
has proved it by actually having a substantial bank account, is sure to be 
able to borrow almost any amount he needs for any sensible purpose. 

The value of character as a credit asset was recognized by no less 
a person than the late J. P. Morgan. While testifying once before a 
congressional committee, Mr. Morgan was asked : "What is the best 
collateral in the world?" "Character," was the quick response. 

The high credit standing earned by the steady depositor is often 
worth many times the amount of his deposits. 

Avoid the get-rich-quick schemer, the gold brick artist, the con- 
fidence man and the J. Rufus Wallingfords as you would shun a 
contagion. 

A young friend once asked Horace Greely how was the best way to 
-start a daily newspaper. In his characteristic manner the great old 
editor replied that "the best way to start a daily newspaper is to start 
it." That's it. It is the big idea. It is the way to do things. The 
best way to do a thing is to do it — not to wish you had done so long 
ago; or to promise yourself that you will do so very soon. Just take 
one, five, twenty or fifty dollars to the bank today, and ask them to 
tell you more about the system of scientific saving. That is the only 
way you ever can start a saving account, and the sooner you do it the 
.sooner you will be on the road to wealth and independence. — From d 
booklet published for The Saving Bank Company, Chillicothe, Ohio. 



AGRICULTURE 

Seventh and Eighth Grades 

LESSON PLAN 

Teacher's Aim: Conservation of forests. 
Pupil's Aim: How can we conserve them? 



I. 



Subject Matter. 


Method of Procedure 


Distribution. 


I. In what part of U. S. are most 




of our forests located? 


a. Size of forests. 


a. Name states included. 


b. Kinds of trees. 


b. Name kinds of trees grow- 




ing in different sections. 


c. Location of forests. 


c. What trees are considered 




the most valuable and for 




what are they used? 



103 



Subject Matter 
II. The viewpoint of our 
forefathers. 

a. Cause of decrease in 
size. 

b. Compare population 
increase with forest 
decrease. 

c. Waste in logging. 
Manufacture of tur- 
pentine and kindred 
industry. 

d. Substituting other 
materials for wood, 
steel tires, cement 
floors, etc. 



Method of Procedure 
II. In what condition did our fore- 
fathers find the forests of 
America ? 

a. What was their attitude to- 
ward the forests? 

b. Why did they cut down the 
trees ? 

c. Did the forests serve them 
as a friend or enemy? 



d. Tell some of the later 
causes of forest destruction. 

e. Discuss waste in logging. 

f . To what extent can we sub- 
stute other materials for 
wood? 



III. How are we going to con- 
serve our forests? 

a. Conditions necessary 
for tree growth. 



IV. 



III. What is the national govern- 
ment doing to conserve our 
forests ? 



b. Effect of forest fires. 


b. 


Why is it necessary to pro- 
tect young trees? 


c. Methods of preven- 


c. 


Why is a profusion of brush 


tion of fires. 




in forests a danger? 




d. 


What is the effect of forest 

fires? 




e. 


How are they started? 




f. 


How are we going to pre- 
vent them? 


Tree diseases and insect 


IV. a. 


To what extent do tree dis- 


pests. 


eases and insects destroy our 


a. Destruction — ex- 


trees ? 


tent. 






b. Prevention. 


b. 


What are the different dis- 



d. 



eases ? 

How are we going to pre- 
vent them? 

What must be done with 
diseased or broken trees? 



104 



Subject Matter. 
V. Investigation. 

a. National forests. 

b. Work of the bureau 

of forestry. 

c. Extent of Govern- 
ment ownership. 



Method of Procedure 
V. What is the total acreage of 
forest in the U. S. ? 

b. What part of this is under 
Government ownership ? 
Why has the Government 
taken over the forests? 
Describe the work of a 
"forest ranger". 



c. 



VI. Forests and climate. 

a. Floods. 

b. Modification 
of winds. 

c. Preventing erosion. 



d. Relation to the 
amount of rainfall. 



VI. a. How may forests affect cli- 
matic conditions ? 

b. Do forests prevent floods? 

c. If all the land drained by 
the Ohio river were covered 
with forests, would the 
severe floods of recent years 
have been prevented? 

d. Do forests prevent soil 
erosion ? 

*. Do forests have anything to 
do with the amount of rain- 
fall? 



VII. Forest products. 

a. Uses of wood. 

b. By-products. 

c. Care of wood prod- 
ucts. 



VII. Is the demand for wood in- 
creasing or decreasing? Why? 

b. For what different things is 
it used? 

c. What industries are based 
upon it? 

d. Discuss the use of by- 
products. 

e. How may the life of poles, 
fence posts, cross-ties, etc., 
be prolonged? 



Ref. Brigham Commercial Geography. 
The American Year Book of 1918. 



Warren's Agriculture. 



